
Glass Ij /^ 

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MARYLAND 

alT( 

SCHOOL 

r)E"VOTEX) TO 

POPULAR INSTRUCTION AND LITERATURE. 





j ►• 



THE STATE BOARD OF EDUCATION 

AND OF 

THE COMMISSIONERS' ASSOCIATION. 



3iA"ir, iser. 



EDITORIAL COMMITTEE: 

Rev. L. VanBokkelen, LL. D., State Superintendent. 

Rev. Jno. N. McJilton, A.M., City Superintendent. 
Dr. Samuel A. Harbison, Easton, I Jas. L. Bryan, Esq., Cambridge, 

Wm. H. Farquahar, Esq., Sandj Spring, I Rev. T. S. C. Smith, Belair, 
E. S. Zevely, Managing Editor, Cumberland. 



[► 



C^- 



BALTIMOREIs 

E. S. ZEVELY, Publisher. 



Printed by James "Young, 114 West Baltimore street. 



If 



j^°K\\ letters, remittances, contributions and exchanges should be 
mailed to CUMBERLAND, for the present. 



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U" ^ 



COISTTENTS. \l'^ 



'i>' 



lutroductorv I 

An Educational J ournal 2 

Soliool Sv^toni and tumoral Assembly 4 

Educational Interests of the Age () 

Homes for Country Teachers. .^ 

IV'riodic Law in Education 13 

Baltimore jMandamus Case 15 

History of Maryland Schools 17 

Hon. ilenry Barnard 18 

Spelling Battle 19 

Memory and other short articles 20 

Educators 21 

State Normal School 22 

Map Drawing 23 

Notice of State Superintendent's Report 24 

Amendment to the School Law 26 

Nobody but Ood 28 

Baltimore County Public Schools 29 

Public Schools ot' Frederick Coxmty 30 

Educational Donations' 31 

National Buretiu of Education 32 



»F*EOI^VL :VOTICES. 



This number of the Journal is sent to some who have not yet 
subscribed, with the hope that they will do so on inspection. Please 
respond immediately, either by remitting $1.50, or returning the 
Journal. — ■ 

Money mailed should be addressed to the publisher at Cumberland : 
receipts will, in all oases, be promptly returned. 



Those near Baltimore, or who may be visiting the city in a few 
days, can pay either to W. H. Soper, Esq., 21 N. Calvert street, or 
to James Young, Esq., 114 W. Baltimore street, who will give 
receipts. 

Our friends throughout the State will please use their iutiuenoe in 
.sending us subscribers, as the application to the Legislature for aid 
tailed. — 

J^^Will Editors in the State please tavorably notice this Journal, 
and, if possible, publish the prospectus ? 



JES^Suitable articles for publication, including items of local school 
intelligence, solicited from all. 



TO BUILDERS. 

PROPOSALS will be received for the erection of a SCHOOL 
HOUSE, within a short distance of the Patuxent river, in the lower 
part of Calvert county. All parties desirous of further information 
will address: the undersigned. 

SOMERVILLE SOLLERS, Secretary, 

Prince Frederick, Calvert county, Md. 




MAIL TRAIN 

Will leave Baltimore daily (except Sunday) at 8.30 A. M. 
Will leave daily (including Sunday) at 9 P. M.. and the 

Accoiiiinoclatioii Train 

Leaves Cumberland for Wheeling, daily, at 6.15 A. M., (except Sunday.) 
jSW These Trains connect at Belair and Parkersburg for all points 
West, Southivest and Northivest. 



Leaves Baltimore, daily, at 4..30 P. M , (except Sunday.) EAST— Leaves 
Frederick at 7.15 A. M., daily, (Sundays excepted.) 



BLLICOTT'S MILLS TRAIN 

Leaves Baltimore at 6.40 and 10 A. M., and 3.30 P. M. Leaves Ellicott'.s 
Mills at 8.20 and 11.30 A. M., and 4.50 P. M. 



Fil W&SlIIiif tlS. 

Leave Baltimore at 3.50, 1.05, 8.45 and 9.45 A.M., and 3.15, 4.15 and 7.45 
P M. On Sundays at 4.10 and 8.45 A. M., and 4.15 and 7.45 P. M. Leave 
Washington at 7, 7.45 and 11.15 A. M., and 2, 4.30 and 8 P. M. On Sundays 
at 3.50 and 8.45 A. M., and 4.15 and 7.45 P. M. The 9.45 A. M. and 3.15 P. M. 
trains only from Baltimore, and the 7 A.M. and 2 P. M. trains from Washington 
stop at way points. The 7.05 A. M. and 4.15 P M. from Baltimore, and the 7.45 
A. M. and 4,30 P. M, from Washington connect with trains on the Annapolis 

TRAINS LEAVE ANNAPOLIS at 8 A. M. and 4.25 P. M. for Baltimore and 
Washington. _ ^ ^. 

JOHN L. WILSON, Master of Transportation. 

Ii. M. COLE, General Ticket Agent. 



SCHOOL BUILDINGS. 



ANY PARTIES CONTEMPLATING THE 



ERECTION OF FIRST CLASS SCHOOL BUILDINGS, 



CAN HEAR OF COMPLETE 



AND 

SFECIFICA-TIOITS FOE, S-A-I^^E, 

BY ADDRESSING THE 

Publisher at CUMBERLAND, MD. 



SCHOOL DEPOT. 



It is in contemplation, in connection with the publi- 
cation office of this Journal in 
Baltimore, to 

ESTABLISH A DEPOT 

FOR THE SALE OF ALL SORTS OF 

SCHOOL REQUISITES, OR MERCHANDISE, 
BOOKS, MAPS, STATIONERY, APPARA- 
TUS, FURNITURE AND FIXTURES, 

AND AIDS GENERALLY 

TO THE SCHOOL AND TEACHER. 

OR.3DERS SOLIOIXE3D. 



EDUCATIONAL JOURNAL, 

A SCHOOL AND FAMILY MONTHLY. 



Vol. I. 



MAY, 1867. 



No. 1. 




Introductory. 

[f1 ITH heartfelt thanks to those friends whose exertions have 
P assured existence to this Journal, our best efforts will be 
directed to so conduct it as to encourage them and others 
to further effort. 

We propose to take a cheerful view of things as they 
are — to aid and encourage the parent, teacher, and pu- 
pil, to enlighten the general reader, and to interest all 
— rather than to rail at evils which exist. 
Teachers and parents and pupils need all the aid and encouragement, 
and all the benefits of others' example that it is possible to obtain from 
all sources, human and divine. 

Teaching is a science too little understood. We will not say that 
teachers are dishonest or recreant of duty, because they are at least 
not more so than any other class, while certainly they do more work 
for less pay than others. 

Individual teachers have their difficulties to encounter, which are 
greatly lessened, however, when they stand connected with a grand 
uniform system of State policy, such as now regulates the free schools 
of Maryland. Its wise regulations hold up their hands. It were well 
could some uniform system of 7io7ne instruction be devised and le- 
gally enforced, as good as that which now regulates the school room. 
And yet, perhaps, it already exists in the Book of books ! Were pa- 
rents more generally and deeply imbued with the spirit of the inspired 
word, and alive to a sense of their responsibilities, the labors of the 
school room would be less interlarded with thorns. 

The comprehensive unity and uniformity of the Maryland system 
of free schools constitute its crowning excellence. Only give it a fair 
trial, time and money, and we shall in due time hear its praises 
sounded from the ocean to the mountains. Its millenial glory, how- 



Z MARYLAND EDUCATIONAL JOURNAL, 

ever, is not to be realized without a good deal of hard work, and prac- 
tical operations in bricks and mortar ! 

But some say that as good schools may be taught in a cabin, or even 
out of doors, as in the most lavishly furnished edifice, and hence the 
erection of school-houses where most needed progresses slowly. 

To-be-sure the Hindoo boy learns to write in the sand, why may 
not the American as well? What's the use of all your modern con- 
trivances, says your old fogy who clutches his purse convulsively, for- 
getful that after death he can carry nothing with him. 

Of books and other aids there is such an abundance that, if we may 
believe some of the publishers' advertisements, all the troubles of 
teacher and pupil are ended, and the royal road to knowledge has been 
discovered. Eejoice, oh youth of America, over your advantages ! 

We live in a progressive age ; onward, upward, excelsior ! is the 
cry in all departments of art and science. Man seems to be emulating 
omniscience. The world is rising in an effulgent blaze of mental 
glory. Amid this scene of splendid enchantment and misai-y the 
"Maryland Educational Journal" takes its place to battle with error 
and defend the right. 

Reverently be it said : — Grod help us I 




An Educational Journal, 

/?^^^HE following is what Bev. Dr. L. Van Bokkelen, State 
Superintendent of Public Instruction, says in his report to 
the Legislature, on this subject: 

" Every State which has an energetic School System, sus- 
tains a well conducted School journal. This journal is the 
medium of official communication, between the School autho- 
rities and the Schools, and the vehicle of valuable informa- 
tiou, relative to the duties of teachers, 
"Teaching is a progressive science, and every teacher, to keep up 
with the times, must be a student. In no profession have greater 
advances or more valuable discoveries been made than in that of 
teaching. There ought to be some regular plan for recording and 
disseminating this information among teachers just as the Theological, 
Medical, and Law journals do for the members of the professions they 
represent. 

"The School Commissioners, who are the esecutive agents of the 



A S&HOOL AND FAMILY MONTHLY. 3 

ScLool system, also need instruction to g-iiide them in the discharge of 
their duties ; this can be given through the journal. School officers 
will be incited to action, by special and earnest appeals, difficulties will 
be overcome by practical aud earnest suggestions, professional informa- 
tion will be imparted and beconie the basis of intelligent work. Such 
a publication, I believe, will impart knowledge, and awaken enthusiasm 
among all connected with the School system, and will be of value in 
dollars and cents, by increasing the value of the Schools. 

"" Schools have to be sustained by constant and laborious efforts. 
No system will run by itself, in any other way, than to run down. 
Teachers must be encouraged by frequent exhortation, and a know- 
ledge of the efforts and success of those who labor in the same cause. 
The establishment of a school and family journal, received the favorable 
consideration of the association of Commissioners, and an effort will be 
made by E. S. Zevely, assisted by an editorial committee, to commence 
,such a publication as early as practicable in 1867. To make the effort 
a success, aid is needed from the State. Such aid is given in the sister 
States. A School Journal circulating in all portions of the State will 
cause school questions to be discussed in many households. The great 
and beneficent principles which underlie the whole system of popular 
education, will be better understood, and the law, through which the 
State is striving to discharge her duty to the children, be fully explained. 

" Resolutions upon this subject were passed by the association of 
Commissioners, as follows : 

"Resolved, That this association recognizes the importance of a 
State Educational and Family Journal, and that the Presidents of the 
City and County Boards be requested to ascertain before February 15, 
1867, the number- of subscribers which can be secured and forward the 
result to Mr. Zevely. 

''Resolved, That an application signed by the President and Secre- 
tary of the association, be presented to the Greneral Assembly for a 
subscription of fifty copies for each of the counties and the city of 
Baltimore, to be circulated by the city and county boards." 



"pRiNCiPtA Latina, Pahts I AND 11. — A first Latin course com- 
prehending Grammar, Delectus, and Jlxercise Book, with vocabularies ; 
also a first Latin Reading Book with notes and a Dictionary. Harper 
Brothers. These two small books embrace about all that nine-tenths 
of the youths of our land practically require of Latin, and as sach 
are eommendabls. 




MARYLAND EDUCATIONAL JOURNAL^ 

The School System and the General Assembly of 1867. 

S the Journal is designed specially for the benefit of Mary- 
land teachers, and to interest the people of the State in the 
cause of popular education, care will be taken to present 
in its columns all information concerning our Public Schools 
which can be procured. The School System is progressive. 
It will be perfected by gathering the experience of all who 
labor in the various positions of Superintendents, Commis- 
sioners, Visitors or Teachers. The views of parents will also be 
sought, that the practical efficiency of the Schools may be advanced, 
and the whole system be so framed and administered as to secure such 
reasonable unanimity of approval as will insure the co-operation of all 
who labor in the profession of teachers, or reap the benefits of instruc- 
tion in the army of pupils. To reach great results, and we must 
strive for nothing less than perfection, the School System must be not 
only good in the abstract, but be adapted to the peculiar demands of 
the State. This is one of the advantages, perhaps the chief advan- 
tage, of the Act of Assembly of 1865. It may not be the most sym- 
metrical, or the most comprehensive of all School Systems, but it is 
claimed to be the very best for Maryland with regard to her geograph- 
ical features and the character of her population. A system which 
is admirable for Massachusetts or New York, with their dense popula- 
tion and large resources, may not work well in our own State. Our 
aim therefore should be, and if the Greneral Assembly gives heed to 
the advice of School officers it will be, to adapt the School Law to our 
own peculiar wants, and to modify and strengthen it, as experience 
may suggest, that it will do for us, and for the children, who are 
always to be kept in view, what is needed, and according to peculiari- 
ties of climate, topography and population, can be of the greatest 
benefit to the largest number. 

The School System, and its practical results in the several counties, 
were largely discussed both in the Senate and House during the late 
session of the General Assembly. The opinions of members seemed 
to be modified if not controlled by local or personal preferences; and, 
in many instances, the tone of debate indicated a lack of knowledge 
of the real, substantial, practical results which have been attained under 
the Uniform System. There was a desire on the part of some to re- 
turn to the old local trustee systems, and an inclination to reduce 
school revenues and salaries to the lowest practicable standard. These 
suggestions were met by the determined opposition of the friends of 



A SCHOOL AND FAMILY MONTHLY. 5 

Public Schools, and the Legislature adjourned leaving the School Sys- 
tem unchanged with the exception of the addition of sections enabling 
districts to provide funds for building school-houses. In our next 
number these sections will be given in full. It is to be regretted that 
the report of the State Superintendent was not ready for distribution 
early in the session of the Greneral Assembly. A close study of the 
statistics there exhibited, and the arguments of the School officers, 
would have given the information upon which valuable legislation 
could have been based. The presence at Annapolis of the committee 
appointed by the association of School Commissioners was very oppor- 
tune. Their statements, added to those of the Superintendent, helped to 
give the members a knowledge of facts by which adverse enactments 
were defeated. Upon the whole we congratulate ourselves and the 
friends of the Public Schools that the system sustained itself so well 
in the face of so many obstacles. We are also gratified to know that 
the public are anxious for better schools, and a little impatient at de- 
lay. But it must always be remembered that a comfortable, well fur- 
nished and conveniently located school-house is a condition precedent 
to success. While the citizens refuse to build school-houses, or to 
provide the simplest kind of educational apparatus, they will mourn 
over badly taught schools. The true teacher is not content without 
success, and no person who realizes the importance of the work of the 
school room will be willing to labor without tools, "to make brick 
without straw." Good teachers will go where they can find the con- 
veniences and comforts which pertain to their business, and we will 
retain only those who have no concern except to gather the salary at 
the end of the school term, and to give in return as little labor as 
practicable. 

The real cause of inefficiency of school work is the miserable 
condition of School buildings, and the absence of educational 
apparatus. When these essentials are provided, and teachers have 
proper encouragement, then the fault will be with the Commissioners 
or with the system if our schools do not come up to the standard of 
efficiency which is so earnestly desired. School-houses will cost 
money ; skillful teachers must have remunerative salaries ; Supervi- 
sors of School work must be paid ; the whole work needs liberality, 
not a-parsimonious economy ; and if the people do their part with rea- 
sonable public spirit, giving freely, they will gather a rich return. 
But if every dollar of school tax is paid grudgingly, if none who have 
children, or have property to be improved, are ready to give to build 
school-houses our work will move on slowly, perhaps at times it will 



6 MARYLAND EDUCATIONAL JOURNAL, 

halt. That these views are correct we are convinced, from the fact that 
the schools are most efficient, and the system most popular, in those 
counties which have given most freely to build, furnish and equip 
school-houses and deal liberally with the teachers. 

For several counties local laws were passed authorizing the levy of 
County School tax by which schools can be kept open the entire school 
year, and a fund provided for repairs and furnishing school-houses. 




The Educational Interests of the Age. 

N the progress of history, humanity has reached a more im^ 
portant epoch than is known to have appeared in connection 
with the globe it inhabits. In the developments of intelli- 
gence, as naturally impelled, it cannot be discovered that 
any preceding age can claim precedence over the present. 
In some respects the ancients seem to have possessed 
knowledge in relation to the arts and sciences that is obsolete 
at the present time, but in the general application of the term intelli- 
gence, the advantage must be conceded to the'present period of hu- 
man history. In connection with this assumed condition, an inquiry 
relating to our present subject is suggested. Is our educational enter- 
prise commensurate with the general intelligence of the age ? Could 
an affirmative answer be given to this inquiry, it would be highly 
creditable to our department of scientific and literary development 
and a high degree of satisfaction would be enjoyed. But no such 
answer can be recorded. That advances have been effected and 
improvements introduced, we are warranted in declaring. That the 
progress of the past quarter of a century has been greater than that 
of the three quarters preceding it, there can be no doubt. But we 
cannot say that the present status of the enterprise is equal to the in- 
telligence of the age. It is true that faults are much more readily 
discovered than either reasons or remedies, and assertions are much 
more readily made than proved. In the present issue we shall en- 
deavor to present the proof of the declaration we have made, in the 
reasons we shall adduce. We shall also endeavor to suggest a 
remedy. 

That our intellectual enterprise is not commensurate with the gen- 
eral intelligence of the age, is witnessed in the fact that the greater 
proportion of the intelligence of the people, as exhibited in the inter- 



A SCHOOL AND FAMILY MONTHLY. 7 

course of society, is not associated with its equal amount of educational 
ability and refinement. The evidence of this is afforded daily and 
hourly, in the intercourse of partially^ and in many instances of well, 
but not perfectly educated persons. Grentlemen and ladies converse 
very freely upon subjects that relate to science and literature and gov- 
ernmer.t in a very unscientific and illiterate manner. We may turn 
from this general observation to the scientific and literary developments 
of the schools. And here we find that a large proportion of the in- 
tercourse is of the same character as that exhibited in the associations 
outside. The literature of the schools is not always the literature of 
intelligence. It is in the intercourse of society that the intelligent 
character of the schools should be witnessed. It is true that the 
schoolmaster and schoolmistress, as it is often said, cannot put brains 
inside of their pupil's heads. But they can cultivate the intellects 
that are committed to their development. They can teach intelligently 
and encourage the pupils to learn intelligently. In this way they can 
remove much of the natural illiteracy and ignorance that appears to 
be in the way of intellectual progress. 

This tracing of the fault to the schools is warranted by the condi- 
tions admitted and tolerated by most of the institutions provided for 
the education of the young. The systems pursued in many of these 
institutions are more mechanical than intellectual. They cultivate 
the memory mechanically in the use of mere words, while the sub- 
stance of the intellect is almost altogether disregarded. Committing 
words to memory mechanically is not an intellectual exercise. The 
memory may be crammed full of words and crippled by the cramming, 
while the intellect may be untouched, or if affected at all, it may be 
in sharing the cripple the memory has received by the mechani- 
cal process to which it has been subjected. There is very little intel- 
ligence developed in the mechanical use of words by committing them 
to memory in their forms without regard to their meaning and applica- 
tion. Properly apprehended and understood in their developments, 
words become the vehicles of Intelligence. They really become intel- 
ligence. They can reach the intellect and be converted into intelli- 
gence in no other way. 

It requires labor to perform the teaching that communicates intelli- 
gence. The mere listening to the recitation of the words of the text 
books is not, and never can be, the teaching of intelligence. It 'may 
be an easy process to the indifferent teacher, who may listen without 
much exertion, or if the indiffei-ence be extended, the teacher may 
affect the listening, while some other and more interesting matters may 



8 MARYLAND EDUCATIONAL JOUBNAL, 

occupy the thinking powers. While listening and correcting misstate- 
ments, the teacher may accomplish a little, but it will be but a little 
more than may result from the total absence of all attention and con- 
cern in regard to the lesson. 

The substance of an intelligent appeal to the mental powers cannot 
be effectually impressed without close application, and perhaps con- 
tinued effort. These will be effective upon the most obtuse intellect. 
The lowest grade of mental power possessed by a pupil must be ex- 
cited and impelled onward to improvement by the constant and perse- 
vering efforts of the teacher. The working of the class interest in the 
way of attention and study and intelligent memorizing and recitation, is 
labor as oppressive as that of digging sand or attending or manufacturing 
machinery. Yet it must be accomplished. The labor must be ap- 
plied or the result cannot be eifected. The teacher's office is no sine- 
cure. He or she that undertakes under such impression, and so in- 
tending to work it, may be assured of being most grievously mista- 
ken. If the intellect of the pupil be excited and expanded and 
improved, the intellect of the teacher must do the work. No me- 
chanical means can accomplish it. 

The intellectual interests of the age demand an advance in the 
intellectual standard of the schools. The lack of intelligence in 
society is more apparent now than it has ever been. The demand 
arises from that source In relation to this deficiency the classes of 
the schools are becoming intelligent. The pupils of the schools are 
becoming sufficiently sagacious to discover the lack of intelligence in 
the teaching element. Complaints are issued in reference to the ab- 
sence of the proper intellectual impression. The work must go for- 
ward. The teaching element and the teaching exercise must be 
improved. When these measures are introduced the results will 
naturally follow- 

The exercise of instruction must correspond with the demand for 
intelligence. When the demand is fully met by the intelligent de- 
monstration on the part of the teacher the desired purpose will be 
accomplished. The remedy for the present unintellectual and unsat- 
isfactory pursuit is in the substitution of the intelligent for the me- 
chanical process by which the knowledge of the text books is attempted 
to be communicated. The knowledge of the text books is in the 
intelligence contained in the words they contain. There is no intelli- 
gence in the forms of words. The intelligence must be drawn forth 
by the effort to apprehend the meaning of the words by which the 
substance of the lesson is unfolded. 



A SCHOOL AND FAMILY MONTHLY. 9 

The true remedy for the evil that appears in the lack of educational 
ability is in the communication of the intelligence of the text books of 
the schools, enlarged and improved by the intelligence of the teacher's 
mind. In the process by which this desirable result is to be accom- 
plished there can be no failure, and both teacher and pupil will be 
rewarded by the assurance that society will reap the advantages sus- 
tained thereby. 




Homes for Country Teacliers. 

'NE of the chief obstacles to securing competent teachers for 
the strictly rural schools, that is those which are not located 
in towns or villages, is the difficulty in obtaining proper 
boarding places, or homes. There are two essentials for a 
proper home for the country teacher : it must be near to the 
school house, and it must give those comforts which the 
very name of home implies. There are considerations which 
weigh in the mind of an applicant for a teacher's place other than the 
mere amount of money which he is to receive ; and these considerations 
are generally the weightier the more deserving the applicant. The 
sordid mind counts only dollars, but the sordid mind does not belong 
to the true teacher. The first question usually propounded when over- 
tures are made to the capable mari, can I get comfortable board near 
the school house? To the liberal mind, money is worth only what it 
will buy ; it possesses no excellence in itself. Unfortunately there are 
situations where money will not purchase, and there is not sufficient 
liberality to give, what the teacher asks in the way of a home. Those 
who have mingled much with teachers know that love of money is not 
one of their foibles : and if it were^ all know that there is little oppor- 
tunity for its indulgence, for like the clergy and all the benefactors of 
the human race they are notoriously very poor. This question is con- 
stantly recurring, why do they continue to teach? I am forced almost 
to believe that they are afflicted with a madness — with the divine rage 
of knowing, and he who learns merely to know is driven by the fury 
which possesses him to teach what he knows. 

But to return from this digression. I have said there are two requi- 
sites for a proper home for the teacher. The first in importance is, 
that it should afford him the comforts of life. Now this term comfort 
is a relative one. What the ascetic calls ease, the Sybarite would 
would deem torture : what the poor negro would call luxury, the rich 



10 MARYLAND EDUCATI NAL JOURNAL, 

banker would call squalor. Therefore we must measure the meaning 
of the term by that rule which is the standard of the class to v/hich it 
may be applied. A teacher is presumably a person of some culture, 
drawn from that portion of the people above the lowest in the social 
scale. In fact he is one possessed of the habits and tastes of those we 
are aocustomed to call ladies or gentlemen. The very impulse which 
has led him to adopt this calling, indicates that the exercise of the 
higher faculties are more congenial than is that of the lower. Time 
has been required to fit him for his duties, and his training has served 
to refine as well as sharpen his mind. The intellectual part of his 
nature has been developed, if not at the expense, at least to the neglect of 
the purely animal. Hence for bis comfort, there are needs to be supplied, 
which are not felt by coarser natures. He does not demand all the 
elegancies with which wealth loves to surround itself, but he does ask 
that he shall not be consigned to a pauper's garret, and be put off with 
a beggar's crust. Or if this seems extravagant, he asks that he who 
has the training of children shall not have the same domestic accom- 
dations as he who has the breaking of oxen. Yet the tacit, if not the 
expressed, opinions of most of the patrons (I use this word with refer- 
ence to its ultimate etymological meaning, the fatliers of the children, 
and not with reference to any special protection, countenance or sup- 
port — patronage, of those who enjoy the privilege of sending pupils) 
of our country schools, are that the school teacher ought to be satisfied 
if he be allowed to share the coarse fare, the hard bed, and cheerless 
room which is accorded to the hired man of rougher mould, who fol- 
lows the plough, or swings the axe. Indeed it is often considered so 
much a favor to receive a teacher into a family, that he or she is made 
to feel that he is eating the bread of charity, rather than that he is 
sitting a welcome guest at the board of hospitality, or that he is re- 
ceiving what is justly his due for which he pays not in lawful currency 
only, but iu milled money from the mint of mind. The reader will 
pardon the alliteration. 

The second requisite for a proper home for a teacher is that it shall 
be near to the school house. This necessity restricts the number of 
available places for boarding to a very few. I of course refer to coun- 
try schools. But few farm houses can be near to the "school houses. 
If the owners of these should decline to receive the teacher into their 
families, he must either consent to make his home at a long distance 
from the school or abandon it entirely. The consequences to schools 
thus circumstanced are apparent. The competent, and well qualified 
teacher can select his own locality in which to teach. Merit iu school 



A SCHOOL AND FAMILY MONTHLY. 11 

teachers is not so abounding, that it can be found at every cross-roads. 
Qualified and zealous teachers are scarcer than any others but school 
officers imagine. I do not know that I should speak extravagantly if 
I were to say that ten men fitted far Congress can he found while search- 
ing for one good teacher. He who can secure a school where he pleases, 
is deterred from accepting a situation where it will be required of him 
to walk a long distance through summer's heat and winter's cold, 
through wind, rain and snow, or what is worse than either to the cul- 
tivated man — befoiding mud, to reach his school-house ; and he will of 
course go where domicile and work shop, home and gohool-iiouse are 
so approximated that he may not only perform his task faithfully by 
giving constant, every day attendance, but may do it without sacri- 
ficing so much of comfort as to make that task distasteful, if not abso- 
lutely odious. The teacher must be at school every day. Scholars 
may remain at home when fond, foolish, or selfish parents think it too 
hot, or too cold— too wet or too dry — -too foul or-— must it be said — too 
fair, for their dear or useful children to leave home. Yes, — the 
weather may actually be too good for school purposes. If the parent 
be rich, the fair weather is for enjoying the country sports of hunting 
or fishing, or driving to the county town : if the parent be poor the 
fair weather must be economized— saz;e^, (forsooth) by devoting it to 
work. But whatever may be the condition of the skies, the teacher 
must be at his post, or else his absence for one day will furnish excuses 
for absences of pupils, for many days, and set loose a score of tongues 
complaining of his loss of time. It is a very singular phenomenon 
that those persons who ai'e the greatest economists of the teacher's 
time, are often the most profuse of that of their children. They make 
the greatest noise when a day is lost by the teacher, whose children 
mark lowest in the column of daily attendance upon the school register. 
Let me here relate an anecdote somewhat a propos of a most excellent 
and worthy neighbor of mine, who really is a friend of schools, but 
who is remiss in sending his children. He was very loud in his pro- 
testations against moving the school house to a more desirable locality, 
though somewhat farther from him, but another neighbor silenced him, 
at least for the time, by saying — " Oh, Ned — never mind ! as I shall be 
near the school-house, if you don't send your children more frequently 
to school hereafter than you have done heretofore, I will board them 
free of charge, for it will cost me nothing !" 

But I must refer to a certain class of our teachers. Complaints are 
constantly made that our county school teachers are usually persons 
poorly qualified to fill the positions they hold. Grranting that the 



12 MALYLAND EDUCATIONAL JOURNAL, 

complaints have grounds, (but this is a concession which the writer is 
not willing to make, having in remembrance the corps of efficient men 
and women of the schools of his own county,) may not one great 
cause of this deficiency in the body of county school teachers be this 
very difficulty of obtaining suitable homes. Experience has taught 
or is teaching all school officers, that women make the best instructors 
for the class of children which is found in our rural schools — that is to 
say, small children, from 6 to 12 years of age. Certain it is that we 
can get a better teacher for the same money from among the women 
than from among the men. But what young woman, refined she must 
be, a lady, in common parlance, can consent to occupy the bare and 
dreary chamber usually assigned to the teacher, (and possibly share it 
with the house girl,) to partake of the fare which only the vigorous 
digestion and robust health of the ploughboy renders harmless to him, 
and which is certainly repulsive, even if innocuous, to the delicate 
stomach of a woman whose sedentary life and mental labors serve to 
render her more susceptible to injurious impressions than others of her 
sex? AVhat young woman, except under dire necessity, such as 
rarely or never comes to one who is fitted for the place of schoolmis- 
tress, will consent to trudge weary miles through dirt less tolerable 
than the inclemencies of winter's snows and summer heats, from a 
cheerless home to a school-house yet more cheerless perhaps ? What 
young woman at all fitted to teach but must recoil from intimate asso- 
ciation with families without refinement, without culture, and as inap- 
preciative of her mental and moral worth as the very cattle which 
they drive afield? The worn and jaded teacher conies home har- 
rassed by the petty annoyances of the day, and instead of a clean, 
bright hearth, an inviting tea-table, with its white cloth and hissing 
urn, cheerful smiles and hearty greetings, finds the smouldering em- 
bers in a smoking stove, a reeking coffee pot, beside a greasy dish, upon 
a greasier table, presided over by a sullen housewife and a silent hus- 
bandman. Should there be any wonder that our common school 
teachers of the country should be so poorly qualified ? Who would 
teach under such circumstances that could yield a broom, or stand to 
the washtub? 

We may establish our Normal Schools, we may raise higher the 
standards of proficiency, we may conduct our examinations with 
rigor, we may increase our salaries, we may laud the profession of 
teacher to nausea, — but unless we show a sympathy for him by pro- 
viding for his wants, not those common animal wants of food and 
shelter, but those higher needs, which are quite as clamorous to be 



A SCHOOL AND FAMILY MONTHLY. 13 

supplied, the comforts of a pleasant home,— we shall fail to draw into 
our ranks those very men and women whose services we most require 
—the cultivated and refined— and we shall have to content ourselves 
with teachers as rude and coarse as are their domestic surroundings. 




The Periodic Law in Education. 

'^ E have been favored by the following extracts of a lec- 
D ture by Rev. Geo. A. Leakin, of this city, who, after 
some years of investigation, maintains the universality of 
the Periodic Law, and is now preparing the materials for 
a book which will furnish the grounds of his conviction : 
He thus introduces his subject : "A principal deduced from 
a number of facts reflects increased light not only on the 
facts themselves, but on others of a similar kind hitherto unnoticed. 
The ascending dew borne by the wind is condensed upon the moun- 
tains, trickles down the glad vallies, and returns to deepen and clarify 
the very lake whence it emanated— an invisible cycle for ages unde- 
tected. The Law of Gravitation applied by Newton to the Planets 
revealed a beautiful system which led to the more exact measurement 
of Longitudes, thus giving increased security to commerce; and so 
the extension of Periodicity into a new field elevates the common laws 
of life, and discovers relationship hitherto unknown." 

In this universality the Science of Education attains an increased 
interest and importance. "A worthy teacher of large experience, 
stated that in every eight years his school became so reduced as to 
threaten its failure, but, by steady continuance, its prosperity as regu- 
larly returned. How encouraging this law to every one depending on 
numbers for support. It is as the regulator in mechanical motion. 
The faithful laborer cannot miss the Nadir of depression or the zenith 
of prosperity. Every business or profession, properly conducted, is 
held by two opposing forces, and it approximates or recedes from its 
central sun, thus giving the alternations of summer and winter. At 
evening time it shall be light." 

"Fortune, 30U bs.j, flies from us. She but circles, 
Like tlie fleet sea-bird, round the fowler's skiff; 
Lost in the mist one moment, — and the next, 

Brushing the white sail with her whiter wing, as if to court the aim — 
Experience watches, and has her on the wheel." 



14 MARYLAND EDUCATIONAL JOURNAL, 

' ' The mind's capacity is lil^c that of the phial. Fill it and the super- 
fluity is lost ; but besides this wastage the mind itself is inured by the 
pressure, and even when the educator has graduated instruction to va^ 
rious capacities, he must anticipate a Periodic contraction and expan- 
sion of the mind itself, so that the lesson easily mastered, now 
becomes unmanageable. This remarkable change is often esplained 
by physical causes, as desks, ventilation without reference to this Pe« 
riodic mental law. But we 'must further consider the moral condi- 
tion. A scholar under the best instruction excels his class-mates. 
The teacher and parents are greatly encouraged. They praise him as 
a model of excellence ; but how soon has the tree withered ! Atten- 
tion is lost, and the once animated scholar droops into listlessness. 
Science detects disease in the invisible spores or trichinae ; cannot sci- 
ence detect moral deficiencies wasting the memory and thwarting the 
■ best devised educational system ? are not moral epidemics as periodic 
as physical? -This mental and moral cycle demands the study of 
the thoughtful educator. 

In an essay on "Unconscious Influence," Rev. Dr. Huntington 
asks : " Is it certain that the dark days at schools are totally inexpli- 
cable phenomena and inevitable?" And he believes " That whenever 
Physiology and Pschycology shall come to be as exactly understood as 
the mathematical relations of astronomy, these freaks of temperament 
may be as confidently predicted as an eclipse of the sun ;" and he fur' 
ther asks: "Is not temptation itself fSubject to spiritual laws, which 
we may hope more and more to comprehend as we descend into deeper 
fellowship with Him who hath put all things under his feet?" 

These new and high thoughts are the harbingers of a day dawn on 
the field of education, and with the intention of resuming this inter- 
esting subject, and inviting any communications from those interested, 
(and what teacher is not?) we conclude with Professor Henry, that 
' ' The laws which govern the growth and operation of the human 
mind, are as definite, and as general in their application, as those 
which apply to the material universe ; and it is evident that a true 
system of education must be based upon a knowledge and applica- 
tion of these laws," 



The sweetest word in our language Is love. The greatest 
Word in our language is god. The word expressing the shortest time 
is NOW, The three make the greatest and the sweetest duty man can 
perform , 




A SCHOOL AND FAMILY MONTHLY. 15 

The State Board of Edueation and the Mandamus Case vs. the 
Board of School Commissioners of the city of Baltimore. 

/;:?^S)HE following we copy from the Baltimore Gazette, believing 
^/MPitl) j^ ^Q )3g Qf general interest to our readers, and because it 
gives, in a condensed and official form, the points of tho 
controversy. The city schools are certainly benefited by 
securing the admirable series of Wilson's Readers, which 
are justly so popular in the counties, and are extensively used 
in the schools and families of every section of the United 
States : 

To the Editors of the Baltiraore Ga'Mte : 

The decision of the Court of Appeals in the case between the Board 
of School Commissioners of Baltimore city and the State Board of 
Education, has occasioned some inquiry relative to the principles and 
facts involved. These have been presented to the public in such 
varied forms that a plain statement seems to bo proper. 

The decision does not affect the supervision of schools, or in any 
respect interfere with the appointment or duties of City School Com- 
missLonersK It leaves with the Board all the authority it has heretofore 
possessed, except in the matter of selecting text books. 

There was but one point in controversy, and that does not now 
exist, the School Board of the city having complied with the order of 
the court by adopting the State series of text books, and the State 
Board having enlarged its series, so as to include all the text books 
now used in the city schools; excepting the McGuffey's series of read- 
ers, thus preventing confusion in school work, and saving the tax-payers 
from all unnecessary expense, the cost of text books and stationery 
amounting annually to a large sum, 

The facts which led to the maiidamm suit are as follows i 

In 1865, before the State Board began to discharge the duty required 
by law of selecting a uniform series of text books to be used in all the 
schools of the State, they asked a conference with the City Board. 

The committee called at the office of the State Superintendent May 
80th, but declined to discuss the subject of text books, the President 
at the same time giving the assurance that the action was not designed 
as a discourtesy to the State authorities, but because they considered 
the City Board to be under the control of the Mayor and City 
Council. 

. The State Board proceeded into duties imder the law and selected a 
series of text books, taking all of the principal text books then on the 



16 MARYLAND EDUCATIONAL JOURNAL, 

city list, being chiefly anxious about primary and grammar schools, in- 
cluding the readers, arithmetics and geographies, thus saving the city 
From expouso should the State list be adopted. The State Board had an 
assurance that Wilson's series of readers, then in use in the city 
schools, were very acceptable to the City School Commissioners, and ► 
after a full examination of the books adopted them. 

The school work in the city and State proceeded pleasantly until 
March, 18G6, when the book controversy was opened by the City 
Board, and the McGuffey's series of readers adopted. The State 
Board considering this action contrary to law referred the question to 
the courts, and a decision has been given which affirms the authority 
of the State Board to select text books, and replaces Wilson's readers 
in the city schools, where they had been satisfactorily used for several 
years, as evidenced by the following letters submitted to the State 
Board by the agent of Wilson's readers. 

LETTEKS PKESENTEI) TO THE STATE BOAUD 01' EDUCATION. 

Baltimore, July 10, 18G5. 
Geo. W. Coojier : 

Dear Sir : — In reply to your inquiry of this date, as to whether 
we do not consider it desirable that Wilson's readers should bo retained 
in our city schools, we reply : 

That Wilson's readers were adopted by the Board of School Com- 
missioners, after a careful examination and a firm conviction of their 
superior merits. AVe are still of the same opinion, and believe that a 
change is undesirable at the presnt time. 

Very respectfully, 

Thomas I. Pitt, 
Wm. C. Arthur, 
J. H. Cox, 
Jno. F. Plumbier, 

Text Book Com. 

Office of Commissioners of Public Schools, 

Baltimore, July loth, 18G5. 
Geo. W. Cooper: 

Dear Sir : — You ask me to express my opinion of Wilson's read- 
ers, which I will try to do in a few words. I visit and examine all 
the grammar and primary schools of our city, in all of which Wilson's 
readers are used. I have intercourse with all the teachers and all the 
classes, and my experience is that Wilson's readers are better adapted 
to the intelligent system of instruction which we are endeavoring to 
render general throughout all our schools than any other series. ]M,y 
observation is extended over the labor of the teachers in their classes, 



A SCHOOL AND FAMILY JOURNAL. 17 

und tlic success of the readers with the pupil is undoubted. The stylo 
of reading developed is a decided improvement upon any heretofore 

P^*^^"'^^"^- • Respectfully, 

J. N. M'JiLTON, 

I fully concur in the above opinion. T A M 

It should be remembered that the State Board of Education consists 
of the Governor, Lieutenant Grovernor, Speaker of the House of Dele"- 
gates, in addition to the State Superintendent, and therefore the latter 
has but a single voice in a Board composed of gentlemen who, from 
their high official position, may very properly be entrusted with the 
duty of selecting text books, and prudently guarding the interests of 
education among the people. 

The city schools have their own Superintendent, a gentleman of 
energy and ability, under whose faithful guidance they will continue 
to prosper, and with whose duties there is no desire nor intention to 
interfere. [Signed,] 

L. Yan Bokkelen, 
fitate Superintendent PuUic Instruction. 

Baltimork, March 18th, 18G7. 




History of Maryland for Schools. 

'HIS little volume, edited, as we understand, by Rev. Dr. 
Ethan Allen, of Baltimore, is full of valuable information, 
presented in an attractive and interesting manner. The 
text is divided into short sections, and questions are placed 
at the foot of each page to aid the pupil in preparing for 
recitation. There are numerous wood cuts, many portraits 
of distinguished citizens of the olden time, and the whole 
rendered attractive by good type and paper. The book has been 
placed upon the list of text books for the Public Schools, in which it 
ought to be universally used, for nothing is more important than that 
children should be acquainted with the history of their own State. 
Instead of devoting time to the study of Histories of Greece and Rome, 
it is more sensible to learn the incidents which concern our own ances- 
tors — the pilgrims who settled the terra Marias. 

Appended to this History are brief biographies of eminent States- 
men, Philanthropists, Military and Naval Heroes, among which are 
names of which Maryland is justly proud. 
2 



18 MARYLAND EDUCATIONAL JOURNAL, 

The omission of the biography of H. Winter Davis, from the second 
edition, we suppose was suggested by the fact that his death was of too 
recent a date to entitle him to a place among historic 'characters, or 
because the State Board of Education thought that it gave the little 
volume, which otherwise is most unexceptionable, somewhat of a par- 
tizan cast. "VVe advise every family to purchase the book, and hope to 
hear of its use in all private as well as Public Schools. 




Henry Barnard, LL. D. 

'HE name of Dr. Barnard, which has been prominently before 
the world during the past twenty-five years, is now associ- 
ated with the educational interests of our country in their 
highest development. As one of the most active co-laborers 
in the effort to secure the establishment, by Congress, of it 
National Bureau of Education at Washington, when such 
institution was ordered, it was but natural that he should be 
designated as its chief. To no one person is the country indebted 
for this important advance in the great cause of education, in a greater 
degi-ee, than it is to Dr. Barnard. Nor is there any other educational 
gentleman in the country that could bring into the service a more ex- 
tended experience in the management and supervision of such an 
enterprise. 

Dr. Barnard's career as an educationist commenced in the year 
1837. Since that period he has occupied important positions, and 
performed important services to the cause. His first official relation to 
the educational enterprise was in the capacity of Secretary to a com- 
mission ordered by the Legislature of Connecticut. In the pursuit of 
his labors on behalf of the commission, he became interested in the 
cause, and was induced to commence the publication of the " Con- 
necticut Common School Journal," a periodical that received the 
patronage of the Legislature, and prepared the way for the success 
that was afterwards secured for the common schools of the State. 

As Superintendent of the common schools of the States of Rhode 
Island and Connecticut, and Chancellor of the University of Wisconsin, 
Dr. Barnard has accomplished a most extensive service for the educational 
interests of our country. Incorporated into this service is the large 
experience attained in travel, and in the examination of the public 
schools, both of our own country and Europe. During the last two 



A SCHOOL AISTD FAMILY MONTHLY. Vd 

years Dr. Barnard has held the position of President of St. John's 
College, Annapolis; and. in a report submitted to the Executive Com- 
mittee of the Visitors and Grovernor of that ancient Institution, pre- 
sented a plan for reorganization, which, if adopted, will secure to 
Maryland a College of the highest order. It is to be regretted that 
the author of a plan so wise and comprehensive will not remain 
among us to give the aid of his judicious administration. 

While Dr. Barnard has contributed many valuable volumes to our 
Educational Literature, his principal work is the "American Journal 
of Education," a quarterly established by him in 1856. This is an 
Educational Encyclopedia, and ranks among those books which ought 
to be found in every library. These writings, added to his indefati- 
gable labors in the cause of popular education, entitle Dr. Barnard 
to a place in the highest rank of Educational men. He has earned 
by his devotion to the cause, and active labors, the high position to 
which he has been appointed. We bespeak for him the co-operation 
of all the educators of the country, and hope he may secure their ser^ 
vices in working his department to eminent success. 



Spelling Battle. 



j^^dHE young ladies of Grammar School, No. 2, challenged the 
jl young gentlemen of Grammar School No. 1, District No. 
^ 1, Washington county, to a battle in spelling. 

It was agreed that the pupils should assemble in the school room of 
No. 2, on the 24th of December. A class, of ten from each school, 
was selected to do the spelling, when it was agreed that the words 
should be given out by the teachers from page 72 to page 92, Sar- 
gent's Pronouncing Speller, embracing thirteen hundred words^ and 
the unfortunate scholar who mis-spelled one loord should be considered 
dead, and retire from the fight. 

This arrangement being agreed upon, the battle Was commenced at 
2 o'clock, P. M., and lasted over three hours. At the conclusion it 
was considered a draw fight; there being five on each side surviving, 
having spelled correctly thirteen hundred words. 

We call this good spelling, and it reflects credit both upon teachers 
and scholars. There was no one in either class over fifteen years of 
age, and one of the victorious champions was a little boy nine years 
old. 

Some teachers think it very hard when upon examination they are 
required to spell fifty words, with a margin of five for mistakes. 



20 MARYLAND EDUCATIONAL JOURNAL, 

Memory. 

Among the many matters crowded out of this number of our 
Journal, is the first of a series of practical articles on memory and 
its improvement, which will commend themselves to the special notice 
of teachers ; and which will, for practical test in the school room, be 
furnished to teachers in sheets. 

The Masonic Eeview. — The fraternity of our State have long felt 
the need of a Masonic organ. That want has been supplied through 
the enterprising firm of Bros. Wm. H. Richardson and J. B. Rose, 
who issue a royal quarto of sixteen pages, bearing the above title, 
It is edited by Bros. P. G. M. John N. McJilton, P. G. M. C H. 
Ohr and Gr. Chaplain John McCron. Three such brilliant Masonic 
lights are rarely ever found in an editorial trio, and we deem this 
announcement sufficient to cause every brother who has the good of 
Masonry at heart to at once subscribe for the Review. It is finely 
illustrated, and contains memoirs of the most prominent Masons of 
our State. We wish it a long and profitable future. Terms ^4.00 
per year. Published at No. 5 S. Calvert street, Baltimore. 

' ' Hints to Teachebs-— prepai-ed for the teachers of Public Schools 
of Frederick county" — by Dr. L. H. Steiner, President, is a miiltmn 
in parvo calculated to be of great service to all concerned. After 
enumerating briefly what the teachers should strive to do, the eight 
page pamphlet concludes with the following pointed remarks : 

' ' Some may say how can we accomplish this ? We despair of 
realizing such a conception of teaching. To which the answer is, it 
is your duty to try. If you cannot find pleasure in leading young 
minds into fresh fields of knowledge day by day, and in honest effort 
to make attractive the subjects you are expected to teach ; if you are 
willing to lapse into the mechanical ideas of teaching that obtained, 
at one time all through our land, it were far better for you to sel^ect 
some other pursuit, and give up an occupation for which you are not 
fitted. ''A school without life in the teacher is an engine loith no 
steam in the boiler. For such teachers there should be no place in 
the Public Schools. This is an active, energetic age; the school- 
master must move icith it, and impart enthusiasm to the young minds 
placed under his charge, or else give place to others who are more 
anxious to fill the full measure of this duty." 

Who has proved himself a public benefactor by planting a tree or 
two near a school house. Who will do so this year? 




A SCHOOL AND FAMILY MONTHLY. 21 

Educators. 

I HOSE creations are not alone educators that rule in 
our colleges, academies, and school-houses. The 
living human teacher is not the only teacher. Na- 
ture is a teacher, and we are taught thereby to 
"look through Nature up to Nature's God." Yet 
there are triumphs of human genius which educate. Such 
are the stupendous architectural works of all ages. Such are 
the steamboats, the steam engines, the magnetic telegraphs, 
the railroads of our day. Such an educator we have passing 
through our State in the shape of the Baltimore and Ohio Railroad ! 
And it is not, therefore, foreign to the scope of this journal to notice 
this fact. 

What man is there, however uncultivated, with a spark of reason- 
ing faculty, that can observe the majestic curves, the planes, inclines, 
levels, tunnels, viaducts, and bridges of this road, with innumerable 
trains running with marvellous precision, and passing each other at 
given times and places, who will not instinctively be led to inquire 
how has all this been accomplished, and will be prepared to admire 
sciences which have enabled men to accomplish such marvellous tri- 
umphs. To feel, moreover, that mind — cultivated mind — has done 
all this, and that the mind, however vigorous when uncultivated by 
science, would be powerless, or is powerless. 

Without education — cultivated intellect — our country would yet be 
groping in the darkness of barbarism. Hence we have reason to 
thank the men of enterprise who conceived, and who still carry on 
among us this great work, to educate the masses, for we yet have 
among us those who need to be educated by all appliances, and we 
place the Baltimore and Ohio Railroad high on the list of our promi- 
nent State Educators ! 



Work for All. — There are said to be in the State of Maryland 
70,000 children who do not attend Sunday School. Also thousands 
of legal age who do not attend any school. Of the imrents in the 
State, 35,000 are computed irreligious. Of these 10,000 are rum 
sellers. Missionaries are wanted to labor among the enemies of all 
schools, and of all moral progress. 



Mental wealth — knowledge — unlike material wealth, is not 
diminished by giving it away. 



22 MARYLAND EDUCATIONAL JOURNALy 

Commencement of the State Normal ScIiooL 

'HE SecoHcI Annual Commenceinent of the State Normal 
School was held in the Front street Theatre, Baltiniorq, on the 
evening of the fourth of April. The Theatre was filled to its 
utmost capacity with an intelligent and appreciative audience ; there' 
being more than two thousand persons present, many of whom^ were 
friends and relatives of the graduates. All the students (ninety in 
number) were seated on the stage; and, as the young ladies were ali 
dressed in white, with no ornaments but natural flowers, the effect^ 
when the curtain rose, was striking and picturesque'. On the stage 
were also the members of the State Board of Education (with the ex- 
ception of the' Governor^, members of the City Council, Commission- 
ers of Public Schools in the city and the various counties, Professors 
of the High Schools and of the State Agricultural College, and emi- 
nent literary and professional gentlemen. 

The reading by the graduates was- easy, natural, and pleasing : 
though never rising above the pitch of ordinary conversation, it was 
heard distinctly in the most distant parts of the house. If we were 
sure they would give as much pleasure in reading, as they did in lis- 
tening to them, we could be tempted to print one in our next number. 

Dr. Van Bokkelen addressed the graduates on the responsible 
duties to which they were called, and after conferring on them 
the diplomas to which they were entitled, solemnly commended 
them to the divine protection, and invoked the blessing of the 
Almighty to rest upon them. This part of the ceremony was 
solemn and impressive. He was followed by Reverdy Johnson, Jr., 
Esq., in a brief but eloquent address to the graduates ; and Lieutenant 
Governor Cos in an address to the audience, in which he took occasion 
to defend the Public School System, and to show that he is what he 
has ever been — aftrue friend of j)opular education. 

The following is a list of the graduates arranged alphabetically : 

Teacliers of Grammar Schools. — Allen, Lucy C, Virginia; Con- 
ser, Virginia M., Baltimore city; Dew, Robert H., Baltimore city; 
Godfrey, Ellen C, Worcester county; Harris, Harriet, Cecil county; 
McCullough, Maria, Baltimore county; Newell, Mary C. , Baltimore 
city; Smith, Maggie B., Baltimore city; White, Harriet M., Bal- 
timore city. 

Teachers of Primary ScJiools. — Cline, Rebecca, Baltimore city ; 
Christhilf, Sarah C, Baltimore city; Christie, Mary J., Cecil coun- 
ty; Downs, Angie W., Queen Anne county; Dushane, Clara C, 
Baltimore city; Farquharson, Helen, Caroline, county ; Frey, Mary 



A SCHOOL AND FAMILY MONTHLY. i3 

L., Baltimore city; Gamble, Sallie H., Cecil county; G-avet, Isabel, 
Baltimore city; Gay, Clara, Cecil county; Green, Annie E., Mont- 
gomery county; Lawrenson, Maggie H., Baltimore city; Loane, 
Eliza R., Baltimore city; Martin, Susan S , Prince George county; 
Miller, Emma Kate, Baltimore city; McMahan, John B., Talbot 
county; McCall, Emma J., Cecil county; Nicholson, Annie, Balti- 
more city; Nicholson, Fannie, Baltimore city; Ranels, Mary A., 
Washington county; Redmond, Millie, Anne Arundel county; Beed, 
Mary Laura, Baltimore city; Kiall, Kate, Baltimore city; Slaughter, 
Sallie N., Queen Anne county; Stiltz, Lizzie E., Baltimore county ; 
Thari^e, Pauline Be Waele, Talbot county; Wagner, Maria L., Balti- 
more city; White,- Walker W., Baltimore city. 



Map Drawing. 

Montgomery County. 
3fr. Editor : 

Being desirous to ofifer some assistance towards promoting the noble 
object for which your new Journal is about being established, I feel 
that I can now make no worthier contribution than by simply referring 
you and your readers to Horace Mann's Report on "Education in 
Europe." During an experience of more than twenty years in prac- 
tical teaching, while anxious to read every work that came in my 
reach which might be of value in promoting the cause, I never came 
upon anything that gave me as many useful ideas in regard to my 
work, as the little volume now lying open before me. 

As an example of the nature of these practical hints, I propose ' to 
extract a few lines describing the manner of teaching Geography as the 
writer saw it practised in a school in Germany. 

" The teacher stood by the blackboard, with the chalk in his hand. 
After casting his eye over the class to see that all were ready, he 
struck at the middle of tlie board. With a rapidity of hand which 
my eye could hardily follow, he made a series of those short, divergent 
lines, or shadings, employed by map-engravers to represent a chain of 
mountains. He had scarcely turned an angle, or shot off a spur, 
when the scholars began to cry out *' Carpathian mountains, Hunga- 
ry," "Black Forest mountains, Wurtemburg," and so on. 

In less than half minute a map was presented to view, beauti- 
fully executed. A dozen crinkling strokes, made in the twin- 
kling'of an eye, represented the rivers; while the children, almost 
as eager and excited as though they had seen the torrents dash- 
ingdown the mountain side, cried out " Danube," " Vistula," "Elbe," 
&c., &c. 



24 MARYLAND EDUCATIONAL JOURNAL, " 

Then a succession of small taps, and a number of dots along the 
max'gin of the rivers, when the shout of "Vienna — Prague — Dres- 
den," &c., struck my ear. After a few more strokes and flourishes, 
the children became as much excited as though they had been pre- 
sent at a world making. They flung out their hands, their eyes 
kindled, and their voices became almost vociferous, as they cried* out 
the names of the dififerent places, which, under the magic of the teach- 
ers crayon, rose into view." 

Now, Mr. Editor, I met with this description, and, though wholly 
destitute of any talent for drawing, proceeded to put it into practice 
ip my school. Every morning, for fourteen years, the first school 
exercise consisted in these map-drawings on the blackboard. Com- 
mencing with our own neighborhood, Csometimes with a rough drawing 
of the school-house and playgrounds,) we proceeded to a map of the 
county, the State, then the several States of our country, and of 
the world. The scholars, large and small, made copies in the after- 
noon, reviewed the lesson in concert on the following morning, and 
each, in succession, drew a map before the school on the blackboard 
previous to the new lesson being laid down for the day. 

My pupils who have become teachers have put this method into 
practice from Montgomery county to Iowa ; and the beneficial influence 
thus exerted in promoting the beautiful study of Geography, has been 
such that I desire to make this reference to the source from which it 
was derived. 

I think you may be able to make several other useful extracts from 
this report of Mr. Mann. . An Old Teacher. 



The First Annual Report of the State Superintendent of 
Public Instruction — of which the Legislature, with an enlightened 
liberality, ordered 20,000 copies to be printed, is now before the pub- 
lic, and wherever read will make a favorable impression. It is volu- 
minous and exhaustive, and we need only refer to it, and beg all who 
possibly can to peruse it. Inasmuch as, however, these pages may 
come into the hands of some before they have the opportunity of read- 
ing the report in full, we wish specially to call attention to the follow- 
ing brief abstract, in addition to what is given in a preceding article 
from the report in reference to an Educational Journal. 

There are many hints in the report for articles which may appear 
in future numbers of this Journal. . 



A SCHOOL AND FAMILY MONTHLY. , 25 

There are in the State, out of Baltimore city, 1400 school districts, 
1219 school-houses. Number of teachers, 1533. xiverage number 
of children attending school, 43,750. Total number of different 
children, 64,798. The whole white school going population, 95,000, 
of which two-thirds depend upon the Public Schools. Legislative en- 
actment needed to build school-houses. 

In Baltimore city, whole number of schools, 88. Teachers, 411. 
Total number of different pupils enrolled, 29,078. Average number 
of pupils enrolled, 18,307. Average attendance, 14,461. Number 
of school-houses, 38. Value of school property $492,644. 

The subjects discussed are school supervision, plans for improvement 
of teachers, teachers' institutes, teachers' associations, State Normal 
school, homes for teachers, text books, school libraries, Educational 
Journal, school-houses, school funds, irregular attendance of pupils, 
how can it' be remedied ? academies and high schools. State Colleges, 
Maryland Agricultural College, Maryland young men at college in 
other states, Maryland Institute schools, graded schools, vocal music, 
drawing and calisthenics, travels of the Superintendent, private 
academics and schools, amendments to the school law, school legisla- 
tion, school revenues, German schools, floating school, repeal of the 
tax to create a permanent school fund, schools for colored children, 
reports of the Presidents of the County School Boards, comparative 
cost of schools and courts, &c. 

The entire report, including tables, &c., occupies about 300 pages. 

Various pithy extracts from the report will appear in the nest num- 
ber of this Journal. 



Boys ! what do you think of that ? Many publications intended for 
young folks to read are for the most part filled with all sorts of vapid, 
idle, and silly tales, riddles and stale anecdotes. The boy is father to 
the man. Do you think if you acquire a taste for only such things, 
you will ever rise to prominent position in the world ? But you say 
boys will be boys, and a little nonsense now and then is relished by 
the wisest men. Ah! well, boys, read; but have a care what jou 
read ! 

A Weighty "Wish. — Would that our rulers, in the measures they 
adopt to secure the good order and peace of the country, put more 
faith in the Acts of the Apostles than in Acts of Congress, in 
Bibles than in bayonets, in teachers than in policemen, in schools than 
in jails and courts of justice ! 




26 MARYLAND EDUCATIONAL JOURNAL^ 

Amendment to the School Law. 

T a session of the General Assembly of Maryland, begun and 
held at the city of Annapolis, on the first Wednesday of 
January, being the second day of said month, in the year 
of our Lord, one thousand eight hundred and sixty-seven, 
and ended on the twenty-third day of March in the same 
year. His Excellency, Thomas Swann, Grovernor, among 
others, the following Law was enacted, to wit: 

An Act to repeal Section Four of Chapter Three of the Act of eighteen hundred 
and sixty-five, Chapter One Hundred and Sixty, entitled "School House 
Sites," and Section One of Chapter One, entitled "Sources of Income," of the 
Act of eighteen hundred and sixty, entitled An Act to add a new section to 
the Code of Public General Laws to be entitled. Public Instruction, providing 
a uniform system of Free Public Schools for the State of Marj'land and to 
repeal all existing laws inconsistent therewith and to re-enact the same with 
amendments. 

Section 1. Be it enacted hy the General Assembly of Maryland, 
That Section Four of Chapter Three of the Act of eighteen hundred 
and sixty-five, Chapter One Hundred and Sixty, entitled "School 
House Sites," and Section One of Chapter One, entitled "Sources of 
Income," of the Act of eighteen hundred and sixty-five. Chapter One 
Hundred and Sixty, entitled An Act to add a new article to the Code 
of Public General Law to be entitled Public Instruction, providing a 
uniform system of Free Public Schools for the State of Maryland, and 
to repeal all existing laws inconsistent therewith, be and the same are 
hereby repealed, and re-enacted to read as follows : 

Sec. 2. And he it enacted, That in all cases when School House 
Sites are thus purchased or condemned, the cost thereof shall be paid 
by the School Commissioners as other public school property is paid 
for, and in cases where new School Houses are required to be erected, 
and where a public school fund existed prior to January, 1865, they 
may at their discretion, pay out of said fund, in whole or in part, the 
cost of such building, on the condition however, that the interest of 
the amount so paid over shall be charged to the annual account of the 
school or schools occupying the building or school house erected in the 
manner aforesaid. 

Sec. 3. And he it enacted. That a State Tax of fifteen cents on each 
one hundred dollars of taxable property throughout the State, shall be 
levied annually for the support of the Free Public Schools, which tax 
shall be collected at the same time and by the same agent as the 
general State levy; and shall be paid into the Treasury of the State, 



A SCHOOL AND FAMILY MONTHLY. 27 

to be distributed by the Treasurer to the Board of School Commis- 
sioners of the City of Baltimore and the several counties in proportion 
to their respetive population between the ages of five and twenty 
years ; but nothing herein contained shall be so construed as to 
prevent the County Commissioners of the several counties of the State 
from levying and collecting in the same manner any additional taxes 
for the building of School Houses, or for paying for such School 
Houses as have been built since January, 1865, in any School District 
or sub-district within the State ; Provided, a majority of the votes, in 
such district or sub- district shall so determine and require by a 
majority of its voters at either a regular or special election held for 
the purpose, of which election, a notice of at least fifteen days, shall 
be given by the President of the Board of School Commissioners of 
the county or the President of the Board of County Commissioners. 
Sec. 4. And he it enacted, That this Act shall take effect from the 

date of its passage. 

»♦• 

Louisiana. — Education of the Freedmen. — The Council has met 
the unavoidable question of educating the colored population by re- 
porting an ordinance constituting separate school departments for that 
purpose. It appropriates ^50,000 from the treasury, thereby annull- 
ing any distinction between white and colored. With this, we think, 
all parties should be satisfied. The separation of the races will pre- 
vent any collisions when we so much need harmony, while the conces- 
sion of a common interest in the revenues arising from a common tax- 
ation will convince the colored race that they will, in all things, re- 
ceive a fair share of their own contributions. We do not hesitate to 
say that we regard the education of the freedmen of the utmost im- 
portance to society. If he is to vote, let him vote intelligently. ■ If 
he is to be a witness and a juror, qualify him with a knowledge of the 
value of truth and the nature of title. If he be destined for a laborer, 
so improve his capacity as that he will produce more value for the 
State than the mere brute force of a mule. An immense proportion 
of new suff"rage is to be added to our own. It must, like the turbid 
waters of our own great river, be filtered of its sediment before it can 
be used with safety to the public health. If the small-pox should -ap- 
pear among our colored population we should vaccinate them at once. 
If the infection of vice and ignorance prevails among them, it is of 
the same importance to prevent its diff"usiou. We must inoculate the 
mind and morals of the freedmen, that our lives, property and social 
safety may be thereby insured against the contagion. — Neio Orleans 
Bulletin. 




28 MARYLAND EDUCATIONAL JOURNAL, 

Nobody but God! 

(AID a parent to a child about leaving home to battle with 
the world : *' So then as you are not a Mason or an Odd- 
Fellow, and have no such helps to advance your interests 
among strangers, you will have nobody but God to help 
you." Nobody but God ! What an expression ! as if there 
were no such words in the Bible as these. — " If God be for 
us, who CAN be against us ?" — Is it not He who sways men's 
minds and ordains all things. " He who sees with equal eye as Lord 
of all, an empire or a sparrow fall; " or, as another has it, " There is 
a Divinity which shapes our ends, rough-hew them as we may." No- 
body but God ! Oh, my soul, rejoice that thou hast no one but God 
to help thee ! Rejoice if thou hast put thy trust in him. All human 
instrumentalities or associations are powerless to help thee without the 
help of God. "Trust in God at all times, ye people, pour out your 
heart before Him." 

An irreverent jester, relating an incident of the upsetting of a 
wagon, when the driver called on God to help him, said "Better call 
on one of the men ! " And so it is ; what a forgetfulness of God on 
all sides. How prone we all are to trust to human help, forgetful that 
God is all powerful, and has promised to help those who call upon 
Him in sincerity. The absence of help is but too often evidence of 
the absence of faith. God is everywhere, except " in the thoughts of 
the wicked." 

Associations founded by human wisdom are broken rods to lean 
upon — broken cisterns to drink from. The church of the living God 
should be the only true Freemasonry to depend upon ; and although 
we find many good christians members of these Orders, it may possibly 
by some be questioned whether in the sight of God they are wisely 
so, and whether the money spent to force men to be moral, had not 
better be spent in the church to draw men to be religious. 



Freedmen's Schools in Maryland. — In Maryland the schools for 
freedmen, mainly under the patronage of the American Union Com- 
mission, and conducted by the Baltimore branch, are still doing well. 

Among the most advanced schools we have are those in the city of 
Baltimore. 

The Society of Friends are continuing their efforts, and the private 
schools of the colored people show a laudable ambition to be self-sup- 
porting. 




A SCHOOL AND FAxMILY MONTHLY. 29 

Baltimore County Public Schools. 

'HE School Commissioners of the county held their regular 
meetings at the County Buildings, 21 N. Calvert street, 
Baltimore, on Wednesday and Thursday, 17th and l8th 
of April. 

Under the present school law, appointments of teachers 
made by the individual commissioners have to be confirmed 
by the Board at its regular meetings. Nearly all of the 
appointments made during the term were ratified. 

The Commissioners' Report indicated a very encouraging eshlbit of 
the condition of the schools, and an increase in the attendance of 
children. There were 102 schools in operation and 142 principals and 
assistants employed. The number of boys attending schools was 
8432; number of girls, 1988 ; total 6420. This is the largest num- 
ber that has ever attended at any one term, and nearly 200 in excess 
of the corresponding term last year. The total cost of schools, in- 
cluding teachers' salaries, incidental expenses and repairs was ^5234, 19. 
The number of children attending the schools during the term who 
were exempted from paying for the use of books, was 1127, being . 
more than one-fifth of the whole number on the Registers. 

There are three schools in the county numbering over 106 pupils. 
They are located at Canton, the Three Mills on the Frederick Road, 
and at the first toll gate on the Hookstown Road, and successfully 
conducted by Mr. Kenney, Mr. Hollingshead and Mrs. Soper. 

The Baltimore County Teachers' Association met Friday and Satur- 
day, April 26 and 27. The attendance was large and the exercises 
interesting. Among the lecturers was Prof. Shattuck, who represents 
the admirable system of Penmanship by Payson, Dunton & Scribner 
now used in the schools of the State. He illustrated the correct me- 
thod of instruction in this important art. 



Colored Education in the United States.— -At the recent dedi' 
cation of an educational building for colored people in Washington, 
General Howard stated that there were 12,000 colored schools in the 
United States, and 468 colored teachers. Of these schools, 623 were 
sustained wholly or in part by the freedmen themselves. He wag 
trustee of the Freedmen's Trust Company in Washington city, and 
could say that there had been deposited in tliat bank by the freedmen 
themgelves, in the past year, upwards of $1,000,000. 



30 MARYLAND EDUCATIONAL JOURNAL 



Public Schools of Frederick County. 

During the spring term, ending April 15, 1867, the number of 
pupils attending school in each district was as follows : 

Boys. Girls. Total. 

1st Commissioner District 664 394 1,058 

2d " " 375 209 584 

3d "• " 566 409 975 

4th " " 508 341 849 

5th " " 540 448 988 

6th " " 566 348 914 

7th " " 455 252 707 



3,674 2,401 , 6,075 

Frederick, Md., April 27, 1867. 
Meeting of the School Association. — The Teachers' Association of 
Frederick city and county held an interesting meeting in this city yes- 
terday. Nearly all the teachers of the county were present, with Dr. 
Steiner, President of' the Board of School Commissioners, and several 
members of the Board. Mr. Harry, President of the Association, 
presided, and interesting addresses were made byf)r. Steiner, Bev. 
Mr. Strober and others. In the afternoon the Association reassembled, 
when the Rev. J. N. McJilton, of Baltimore, delivered a very inter- 
esting address. At night another meeting was held, which was devo- 
ted to inquiries by the teachers, which were answered by Mr. McJil- 
ton. Several addresses were also delivered. This morning another 
session was held, at which several questions relating to popular educa- 
tion were discussed. The entire exercises were of an interesting char- 
acter, and which will, it is thought, act beneficially to the cause of 
public education in Frederick. 



The Philadelphia Schools — In the year 1818 the public schools 
of Philadelphia were 13 in number, with one teacher for each school, 
the scholars numbering 3,082, and the expenses footing up $23,708.81. 
Ten years later the schools had only increased to 20, the scholars to 
5,057, the expenses to $30,173.85. From that time until 1828 
rapid progress was made. At the close of the following ten years the 
schools had increased to 167, the teachers to 257, the scholars to 
18,794, the annual expenses to $188,741.91. In 1866 the schools 
numbered 374, the teachers 1,314, the scholars 77,164, and the an- 
nual expenses reached the sum of $864,276.26. 



A SCHOOL AND FAMILY MONTHLY. 31 

Educational Donations. 

Meeting of the Trustees — Plans of Operations. — Neio York, 
March 25. — The Peabocly Educational Fund Trustees have adjourned. 
The next annual meeting is to take place here on the third Tuesday of 
June, 1868 ; but they will meet in Kichmond on the third Tuesday of. 
Jauuary next, For the present the promotion of the primary or com- 
mon school education, by existing agencies, will be the object of the 
Board. Normal school education, to prepare teachers, will be favored 
also, in applying science to industrial pursuits. 

Dr. Sear, of Brown University, was selected G-eneral Agent, who 
will transact much of the business. He has not yet accepted the 
appointment. 

An Executive Committee of five was also appointed, comprising 
Messrs. Mcllvaine, Aiken, Evarts, Grraham, Eaton, and the Chairman 
ex-Ojfficio. 

A charter will be obtained from the New York Legislature. 
Samuel Whitmore, of this city, was chosen Treasurer. The Fi- 
nance Committee consists of Messrs. Fish, McCallister, Clifford, Biggs 
and Whitmore. 

The well known firm of D. Appleton & Co., of New York, have 
presented to the Trustees of the Peabody Educational Fund 100,000 
volumes of school books, to be used in the schools under their di- 
rection. 

Another Benefaction of Mr. Peabody. — Mr. Peabody, while in 
Washington on Thursday last, placed fifteen thousand dollars in the 
hands of Mr. W. W. Corcoran and Elisha Biggs, for the establish- 
ment of a free library in Greorgetown, D. C. 

Donation to William and Mary College. — It aifords us very 
sincere pleasure to state that a liberal benefaction has been made to 
William and Mary College, Va., by William W. Corcoran, Esq., the 
generous Washington city banker. It is to aid in repairing the de- 
structions of the war, and restoring to its ancient prosperity an insti- 
tution inseparably associated with the history, the learning and the 
fame of Virginia from her earliest days, and dear to the affections of 
her people. Mr. Corcoran has set an example which we hope will find 
many to second it. Scarcely less valuable than his gifts is the gen- 
erous interest which he is taking in enlisting the active sympathies of 
others in behalf of time-honored William and Mary. — Richmond En- 
quirer. 



82 MARYLAND EDUCATIONAL JOURNAL, 

National Bureau of Education. 

ON. Henry ]>arnnrd, Conmiissioncr of Education, lias issued a 
I'iioulur calling for accurate infor«iation of the designation, his- 
tory, iind present condition of every institution and agency of educa- 
tion in the United StiUeN, and the name, reeidence, and R])ecial work 
of every person in the administration, iiifitruction and management of 
the same. All thi^ information must neces!<arily be of a voluntary 
character, as the Department has no power to compel persona to 
give it. 

The cotnmii^sloncr has for the present located the Department at the 
Union Club House, corner of Fourteenth street and New York avenue, 
and has appointed to aid him the llev. E. D. Neill, late Superintendent 
of Schools in Minnesota, and Mr. Z. Richards, who has long been 
known as a successful instructor of youth. 



' ArM Hinii.-~-In all the relations of life, whether as man or boy, 
student, teacher, citizen, parent, or Christian, aim high, set a high 
standard, and then strive to attain to it. Without this, if you arc 
content with "letting well enough alone," you will never rise. 

^■5P*" Pictures in school rooms are well, but they should be cliosen 
with care, and such only taken as represent something important — ■ 
avoiding the coarse, cheap lithographs of the shops, for they will have 
a tendency to deprave taste rather than elevate it. 

QuEUrEB. — How many school houses are yet unprovided with the 
most essential requisite mentioned in Sec. 8, Chap. II., Title II., of 
the School Law ? The want of this has been characterized as follj', 
wickedness, brutality, barbarous. 

"FiusT Lkssons in Nujtiiiiius" In their natural order, by John H. 
French. LL. 1)., is the first of a mathematical series publii-ilied In 
their most attractive style by the Harpers, and appears to bo a good, 
primary work. 

CouKTY NouMAt..-™Thero is uow in* successful progress an lutorest- 
ing County Normal School at Grnntsville, Allegany county, In charge 
of James M. Suobeb, Esq., President of the School Board for that 
county. 



CLOSING SEAT SCHOOL. DESKS, 
Patented to W. H. SOPER, March 31st, 1863. 




No. 2. 



No. 1. 



Rear seat. 



We invite tlie attention of all persons connected with Schools, Academies and Colleges) 
and all Dealers in School Furniture to the recent valuable improvements in School Desks, the 
Primary School style of whicii is illustrated in the accompanying cut. They combine more 
advantages than any other, are more substantial, occupy less space and afford greater facili- 
ties for class exercises. The Closing Seat, which Is the crowning feature of this improvement, 
is so constructed as to promote both ttie health and comfort of pupils; the back being inclined 
and curved, is adjusted to the shape of the spinal column, and gives its support just where 
most needed. The arrangement for folding the seat to form aisles between all the desks, ia 
very simple and not liable to get out of order, affording great couvenience for cleaning the 
room and for light Gymnastic ICxercises. We make both Double and Single Desks, which we 
designate as follows : High Hciiool Nos. 1 and 2 with lids to raise; Grammar School Nos. 1 and 
2 with shelves for books ; and Primary School Nos. 1 and 2 with shelves. 

B^The Names indicate the Style of the Desk, and the Numbers the Size. 

It frequently occurs tliat some small i)';sks are required in a High School, and some large 
ones In a Grammar or Primary School, hence these names do not indicate the sizes required. 
The dimensions of all the Desks are given in the annexed Price IJst, and purchasers are re- 
quested to examine the sizes before sending their orders. When Desks are to be shipped to a 
long distance, they can be sent knocked dnwn, packed in a very small bulk to save freight 
and guard against damage. 

HIGH SCHOOL DESKS— SIZES AND PRICES. 

No. 1. — Length 4 feet, width 18 inches, height of side next to pupil 2 feet 6 inches, 
height of seat 17 inches, space occupied by Desk and Seat 2 feet 7 inches wide, 
and 4 feet long, adapted to pupils from 14 to 20 years of age Price $14 00 

No. 2. — Length 'A feet Sinclies, width 16 inches, lieight of side next to pupil, 2 feet 
2 inches, height of seat 1.5 inches, space occupied by Desk and Seat 2 feet 5 
wide, and 3 feet 6 long. Adapted to pupils from 12 to 16 years of age Price $13 00 

GRAMIVIAR SCHOOL DESKS. 
No. 1.— Length 3 feet 6 inches, width 1.5 inches, height of side next to pupil 2 feet 
4 inches, height of seat 16X inches, space occupied by Desk and Seat 2 feet 4 

wide, and 3 feet 6 long. Adapted to pupils from 12 to 18 years of age Price $9 00 

No. 2, — Length 3 feet \}i inches, widtli 13^ inches, height of side next to pupil 2 
feet 1 inch, height of seat 14.^ inches, space occupied by Desk and Seat 2 feet 
2 inches wide, and 3 feet l>i long. Adapted to pupils from 8 to 12 years of age. Price $8 50 
PRIMARY SCHOOL DESKS. 

No. 1.— Same size as No. 1 Grammar Price $8 00 

No.2.— " No.2 " " $7 50 

REAR SEATS. 

For High or Grammar School Desks, either size Price $6 00 

For Primary School Desks, either size. , " $5 OO 

HSr An extra seat Is required for the rear end of each row of desks. 
Ink Wells Inserted at 20 cents and at 30 cents each. The first has cast iron hinged cover, 
the second, brass case with sliding cover, both have glass cups. 

SINGLE DESKS. 
We will make single Desks when ordered. The sizes will be correctly proportioned. 



High School, No. 1 $10 00 

" " No.2 9 60 

Grammar School, No. 1 .' 7 00 



Grammar School, No. 2 $6 50 

Primary " No, 1. 6 60 

No. 2 C 00 



MANUFACTURED AND SOLD BY 

Extensive Manufacturers of Cabinet Furniture, 

No. 3 SOUTH CALVERT STREET, BALTIMORE, MD, 
To whom all orders for desks must be addressed. For any information about the sale of 
the Patent Right or the jirivilege to manufacture apply to 

W. HORACE SOPER. Patentee, 
BALTIMORE, MD. 



THE SCIENCE OF THE SEASON! 
BOTANY. 

The claims of the Standard Text Books of Prof. Wood, in this department, 

are again urged upon Educators. Thej^ have a larger sale than 

all others combined, because they are 

XIIE BEST I 

1. Object Lessons in Botany. (For Beginners.) - - $1 25 

2. Class Book of Botany. (For Intermediate Classes.) - 2 00 

3. New Class Book of Botany. (A Complete, Compendium.) - 3 50 

Copies for examination, and first supplies for introduction, furnished at greatly 
reduced rates. Particulars on application. 

^^" See Prof. Wood's article on "Spring Flowers," in the April No. of tbe 
"Educational Bulletin." 



THE m:etr.ic system:. 

The International System of Uniform Weights and Measures must hereafter be 
taught in all Common Schools. Prof. Chas. Davies is the official exponent of 
the system. 

READ THE FOLLOWING RESOLUTIONS 

Adopted by the Committee of the House of Representatirea on a "Uniform Sys- 
tem of Coinage, Weights and Measures," Feb. 2d, 1867 : 

Resolvedi'ih&.t this Committee has observed with gratification the efforts made by the editors 
and publishers of several mathematical works, designed for the use of Common Schools and 
other institutions of learning, to introduce the Metric System of Weights and Measui-es, as au- 
thorized by Congress, into the system of instruction of the youth of the United States, in its 
various departments ; and in order to extend further the knowledge of its advantages, alike 
in public education and in general use by the people. 

Be it further Resolved-, That Prof. Cbas. Davies, LL. D., of the State of New York, be re- 
quested to confer with Superintendents of Public Instruction, and Teachers of Schools, and oth- 
ers interested in a reform of the present incongruous system, and by lectures and addresses tc 
promote its general introduction and use. 



le April No. of the '' Educational Bulletin" contains an exposition of 
the 3ktric System, from the pen of Prof. Da ties, and the latest editions of his 
Arithmetics have it incorporated. 



MARSH'S ECCLEBIASTIOAL HISTORY : A History of the Church in 
all Ages, for the use of Colleges, Seminaries, Sigh Schools, and the general reader. 

Price, $2,00 

A work of wonderful research, and covering the ground in a manner never before realized 
by a work of its size. No course of study is complete without it. 

DAVIES' OUTLINES OP MATHEMATICAI. SCIEKTOE, 81.00 

A manual to be carried by the teacher into the class-rooms, and for constant reference as to 
the best method of presenting the science all its departments, with a comprehensive view of 
the whole. 

THE FOREST CHOIR. BY GEO. F. ROOT. Price, 65 ets. 

A better book than the famous " Silver Lt?TE," by the same author. 

BS^These books will be editorially noticed in the " Illustrated Educational Bulletin," sent 
to any address for one year on receipt of Ten Cents. 

Address A, S. B AI«,]VJSS & Co., 

Educational Publishers, 



WILLSON'S 

SCHOOL AND FAMILY SERIES 



-^ — « ^- 



W'iUsojt's Primary Speller. 16mo, SO pages, 56 Cuts. 15 Cents. 
Willson's Larger Speller. 12mo, IQS pages, 36 Cuts. 35 Cents. 
Willsoii's Primer. 12mo, 48 pages, 107 Cuts. 25 Cents. 
Willson's First Header. 12mo, 84: pages, 132 Cuts. 40 Cents. 
Willson's Second Reader. 12mo, 154: pages, 100 Cuts. 60 Cents. 
A Third Reader : Intermediate Series. Vlmo,'2A.Q pages,! Cuts. 80c. 
Willson's Third Reader. i2mo, 264 pa^es, 142 Ciits. 90 Cents. 
A Fourth Reader : 'Intermediate Series. 12mo, 312p., 65 Cuts. ^1.10. 
Willson's Fourth Reader. 127no, S60 pages, 164 Cuts. $1.35. 
Willson's Fifth Reader. 12mo, b4:0 pages, 20S Cuts. $1.80. 



These Readers, although first published only five years ago, have proved, to 
the satisfactiou of prominent educators, that Skill in RBADiir& and a knowledge 
of the Natural Sciences can be acquired at the same time. 

They have already been ofiBcially adopted by the following States, viz. : — 
Indiana, Kansas, California, Nevada, and Maryland. The State Board of 
Education of California have recently re-adopted Willson's Readers for a pe- 
riod of four years. They have also been officially recommended in Oregon, 
Washington Tereitort, and Utah. 

The Hon, L. Van Bokkelen, State Superintendent of Public Instruction, 
Maryland, says : 

"My apprehension lest they should prove better adapted for teaching Natural 
History than for elocutionary reading has been removed, and it gives me pleasure 
to say that I am convinced that, while making good elocutionists, valuable 
information is imparted to the children by the use of this Series." 

In the Ward Schools of the City of New York, where they are largely intro- 
duced, and where, owing to the use of all other prominent Series, at the same 
time, their comparative elocutionary merits are most thoroughly tested, Mr 
Henry Kiddle, Assistant Superintendent of Schools, says : 

"I have uniformly found the classes using Willson's Readers as expert and 
proficient in the Art of Reading as any I am required to examine." 



Published by HARPER & BROTHERS, Franklin Square, New York. 
Sent hy Mail, postage free ^ on receipt of Price. 



*;ij* Harper & Brothers' Catalogue of Books for Schools and Colleges 

is now ready, and may be had gratuitously on application to the Publishers 
personally, or by letter enclosing Five Cents. 



THE MARYLAND 

A SCHOOL AND FAMILY MONTHLY, 

DEVOTED TO 

POPULAR INSTRUGTIOH AITD LITERATURE, 
PuUished llonthly, in BALTIMOBE, 

AIDED EDITORIALLY BY FRIENDS OF THE CAUSE 

IN EVERY SECTION OF THE STATE, 

AND BY AN 

Editorial Committee of Prominent Educators. 

Devoted to the cause of Education generally, mentally, morally, physically, at 
home and in the school room — the staunch and unflinching advocate of a high 
moral standard in both. Everything that bears upon education to come within 
its legitimate sphere, which will of course include the Sunday School interest — 
as faithful Sunday School instruction greatly lessens the labor of the day school 
teacher. 

Each number to contain 32 pages, large 8vo., of reading matter, besides the 
printed cover, and the whole to be equal externally, and it is to be hoped also 
internally, to any other similar publication, while of course it will be of more 
general utility and interest because of its being a Maryland journal. 

The following resolutions were passed at the State Association of Commission- 
ers, in Baltimore, on the 13th December, 1866 : 

Besolved, That this association recognizes the importance of a State educational and famiiy 
journal, and that the presidents of the city and county boards be requested to ascertain before 
February 15th the number of subscribers that can be secured, and forward the same to Mr. 
Zevely immediately thei*eafter. 

On motion of Dr. McJilton, it was 

Resolved, That an application, signed by the President and Secretary of this association, 
be made to the General Assembly for a subscription of fifty copies for each of the counties and 
the city of Baltimore, to be circulated by the city and county boards. 

Thus you will perceive that this journal is to be published under the auspices, 
and with the sanction and approval of, the State Association, and will be the 
organ and advocate of our uniform system of public instruction. It is not 
designed, however, to restrict its sphere to this, but to make it readable and 
acceptable both in the family and the school, serviceable to all teachers, parents 
and pupils. 



To all School Officers, School Commissioners, Teachers, and 
Friends of Education generally in Maryland. 

You are hereby appointed agents for this Journal and also contributors to its 
columns ; i. e., you are respectfully requested to consider yourselves its co-editors. 
Please therefore' remember that it is to be YOUR Journal, — (OUR Journal,) the 
exponent of every section and interest, not of any one locality only. 

Address me for the present at CTIMBEItZANjD, MJ)., 

E. S. ZEVELY. 



Vol, 1, 



$1.50 a year. 



No. 2. 



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MARYLAND 



SCHOOL 



U^^—^^ltY MOIS'^ 




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DEA^OTEr) TO 

POPULAR INSTRUCTION AND LITERATURE. 



OE,&A.ISr OE 

THE STATE BOARD OF EDUCATION 

AND OF 

THE COMMISSIONERS' ASSOCIATION. 



JTXJIVE, iser. 



EDITORIAL COMMITTEE: 

Rev. L. VanBokkelen, LL. D., State Superintendent. 

Rev. Jno. N. McJilton, D.D., City Superintendent. 
Dr. Samuel A. Harrison, Easton, I Rev..jAS. L.Bryan, M.D., Cambridge, 

Wm. H. Farquhar, Esq., Sandy Spring, ' Rev. T. S. C. Smith, Belair, 
E. S. Zevely, Managing Editor, Cumberland. 



BALTIIVIORSs 

E. S. ZEVELY, Publisher. 

Printed by James "Young, 114 West Baltimore street. 



TrrrrrwTwrTwwynr 

,^5^ All letters, remittances, contributions and exchanges should be 
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CONTENTS 

OF JUNE NUMBER. 

What is said of the School Law 33 

Asking Questions 40 

Memory, No. 1 41 

Duties of Parents and Teachers 45 

Religious Instruction in Public Schools 47 

Normal Schools and Institutes 49 

Teaching and Training 53 

For the Young Folks 54 

Address by the President of Somerset County 55 

The Desolations of War 56 

Salaries 57 

Object- teaching 58 

Home Educational Intelligence 60 

"Reminiscences 63 

From a Prison Cell 64 

School Funds 65 



SI*ECI.^L IVOTICES. 



This number of the Journal is sent to some who have not yet 
subscribed, with the hope that they will do so on inspection. Please 
respond immediately, either by remitting $1.50, or returning the 
Journal. 

Money mailed should be addressed to the publisher at Cumberland : 
receipts will, in all cases, be promptly returned. 



Those near Baltimore, or who may be visiting the city in a few 
days, can pay either to W. H. Soper, Esq., 21 N. Calvert street, or 
to James Young, Esq., 114 W. Baltimore street, who will give 
receipts. — : 

Our friends throughout the State will please use their influence in 
sending us subscribers, as the application to the Legislature for aid 
failed. 

J^"Will Editors in the State please favorably notice- this Journal, 
and, if possible, publish the prospectus? 



.^^"Suitable articles for publication, including items of local school 
intelligence, solicited from all. 



J^"Prico of advertising in this Journal : Ten dollars for a page — 
Five dollars half page — Two dollars and fifty cents for one-fourth of 
a page, with reasonable deduction for standing advertisements. 

,^^"Mr. Charles Rains is our city agent to solicit subscriptions and 
advertisements. 



EDUCATIONAL JOURNAL, 

A SCHOOL AND FAMILY MONTHLY. 



Vol. I. JUNE, 1867. No. 2. 




What is Said of the School Law. 

4 E invite attention to the following sententious extracts 

FROM BR. VAN BOKKELEN S ANNUAL REPORT : 

We believe the education of the people to be the 
only permanent basis of national prosperity and national 
safety. 

The property of the State is morally, as well as legally, 
pledged to secure that moral and mental training which will make 
citizens virtuous, intelligent, industrious. 

Education will make dollars weigh heavier, and shillings move more 
nimbly. There is no farm, no bank, no mill, no shop— unless it be a 
grog shop — which is not more valuable and more profitable because of 
the school-house. 

The cost of instruction for each different child in the State, under 
this system, including all incidental expenses for fuel, repairs to 
furniture, and slight repairs to houses, has only been six dollars for 
9-j-'^ months, or 66 cents per month. 

The schools were kept open longer in Maryland than in any other 
State ; and the cost of each enrolled pupil was less per month than 
the average, while the salaries of teachers were higher. 

To have good schools there must be active and intelligent super- 
vision. 

Pennsylvania pays for salaries of County Superintendents over 
^60,000 annually — the average school year being less than six 
months — and thinks the money wisely appropriated. (In Maryland, 
$20,000 for same.) 

The State has, ordinarily, no right to any man's time without proper 
compensation. 

Every man should be fairly paid for public services, and held to a 
strict accountability. 

3 - 



34 MARYLAND EDUCATIONAL JOURNAL, 

State Normal School. — Its importance is paramount. There is no 
sham about it. Everything is practical, and based upon true philo- 
sophical principles of culture, moral, mental and physical. The school 
is even now an honor to Maryland. 

School Journal. — Evei'y State which has an energetic School Sys- 
tem, sustains a well conducted School Journal. 

The reports of County Boards make a lamentable exhibit of the 
condition of school-houses. The houses are a disgrace to the county, 
and a gross outrage upon the children. 

It is estimated that not more than two-thirds of the children en- 
rolled upon the register attend regularly at school. 

The most ignorant, who need education most, value it the least. 
The clergy of the several denominations can do much to awaken the 
minds of parents, and to encourage children to attend school regu- 
larly. The clergy exert a great and valuable influence. 

Attending colleges out of the State are 178 young men from Mary- 
land, at an expense of at least ^60,000 a year. 

The Maryland Institute Schools and Central High School should be 
fostered by the State. 

Our object ought to be to make schools attractive, and by persuasive 
influences, rather than by compulsory laws, draw the children to 
school, that they may reap the benefits so liberally provided for them. 

I feel authorized to say, that in Maryland popular education is not 
the banner of a party. It is the policy of the whole people. 

Total cost of schools in the State is less by ^300,000 a year than 
the cost of court-houses, paupers and jails. Ignorance and crime go 
hand in hand. Ignorance begets hardness of heart as well as dull- 
ness of intellect. Multiply good schools, and taxes to support pau- 
pers will diminish. The expense of educating each child attending 
public school during the last year was only ^6, while the expense of 
a single criminal trial often reaches ^1,000; and the support of a 
pauper for a single month is more than that of instructing a child the 
whole year. 

There are 73 schools for colored persons in the State, sustained 
mainly by the Baltimore' association, with 7,300 registered pupils, 
and an average attendance of 5,645, at a cost of 80 cents per pupil 
for nine months. 

ALLEGANY COUNTY. 

Nothing short of burning up some of our school-houses could pos- 
sibly warm them through some portions of our winters. If schools 
cannot be suspended until funds accumulate to build houses, then, hy 
laio, the county must go without proper school-houses. 



A SCHOOL AND FAMILY MONTHLY. 35 

Every male citizen over 21 years of age should pay a poll tax of 
^1 for school purposes. 

To make our system more nearly perfect, for God does not prosper 
anything without his love and mercy, would it not be well to 
require the reading of the Bible in our schools mornings and evenings. 

No system of education is perfect unless the heart as loell as the head 
is properly trained and cultivated. . We should also have some small 
work on Calisthenics for our schools, not only for the improvement of 
the physical system, but also to give life and variety to the school- 
room. 

When we attend to the physical, the- mental and the moral nature, 
then will we have a system beyond all price. 

A sound mind in a sound body, with a cultivated heart, are the 
necessities of the day. 

In order to accomplish the above, I would suggest, in addition to 
the reading of the Scriptures and a work on Calisthenics, that the 
State Board of Public Instruction should prepare for the schools of 
Maryland a small Catechism, containing the great fundamental prin- 
ciples or beliefs common to all Christian denominations. 

Unless we have something of this kind, many of our teachers will 
fail to introduce sacred subjects, or place them before their pupils. 
But with a small book of this kind, the precepts of our Saviour 
would be placed before all the children of the State. 

ANNE AKUNDEL COUNTY. 

It is true a cheaper system might be devised, but it would not 
prove equally as efficient . 

The State of Maryland has unquestionably one of the most excel- 
lent school systems that has ever been devised, and yet it is not much 
more expensive than other greatly inferior ones. 

The examination to which teachers must submit, and the frequent 
visitations of the District Commissioners and the President of the 
Board, exert a very happy influence upon the children. There are 
some people, so constituted, that they must grumble, whether they 
have or have not cause to do so. They would find fault with the 
plumage of an angel's wings, and are thrown into paroxysms of irri- 
tation by the moat that floats in the sunbeam. It is their nature to 
do so, and if so, let them grumble ; we would not, if we could, de- 
prive them of that exquisite pleasure. 

And see also the following eloquent extract from the report of Rev. 
Dr. Anspach: 



36 MARYLAND EDUCATIONAL JOURNAL, 

' ' When we consider tte nature of the human mind, and the grandeur 
of its destiny, its noble faculties already thrilling with the strivings of 
Divinity ; and which may be fitted by ^.culture to pass over all nature 
in triumph, observing all the creatures by which it is encompassed, 
and congratulate itself on its own superiority, and point out as proofs 
of its strength and greatness the changes which have been wrought by 
its energy, that by its intellectual force and boldness it has acquired, 
the complete mastery over nature, and has made our world a whisper- 
ing gallery, so that men may hold almost instantaneous converse with 
each other, though dwelling in the different capitals of the two hemi- 
spheres ; we may well ask, is there a work under the heavens at once 
so simple and yet so sublime, as the education of that mass of human 
intellect, which in a few more years will control the interests of the 
Church and mould the destiny of the State ? " 

BALTIMORE COUNTY. 

Without discussing the comparative merits of ladies and gentlemen 
as teachers, I have found the schools taught by ladies as efficiently 
managed and governed as those taught by gentlemen. The prejudice 
existing against the employment of the former is rapidly disappearing, 
and the assertion may be ventured that they will in a few years be 
sought for in preference to gentlemen. 

The public school has become a necessity, and those who promise 
to provide liberally for its wants are becoming the most popular of 
our public men. 

CALVERT COUNTY. 

The schools show a decided improvement on the past, in the faith- 
fulness and zeal of the teachers, and, as a natural consequence, a bet- 
ter attendance and greater studiousness of their pupils. 

A recitation not compreliended, is 2i failure, however flippantly the 
words of the lesson may be repeated. 

Many of our teachers would be glad to avail themselves of the 
State Normal school during the vacation of their own schools, but as 
the vacations coincide, it is of course impracticable. 

Cost of educating pupils under this system $9 less per pupil than 
under the old system. 

In reviewing the results of the past year I think we are entitled to 
claim for the new system decided improvement. It is evidently taking 
root in the affections of the people. 

CARROLL COUNTY. 

Schools in operation only two terms, and houses unfit. In short, 



A SCHOOL AND FAMILY MONTHLY. 3*7 

to make the system a success in our county, and to enable it to accom- 
plisli all of which it is capable, we must have more funds. 

CHARLES COUNTY. 

Among the public generally, and especially among those who have 
children to be educated, I think the opposition to the present law is 
subsiding. It commends itself to the approval of those who have 
thoroughly and impartially investigated the subject. 

CAKOLINE COUNTY. 

A young man has taken the responsibility of building a comfortable 
school-house, and has now in active operation a good school. I have 
consulted influential gentlemen of both political parties from the dif- 
ferent districts in the counties, who have expressed their approbation 
of the present law. 

The people are not satisfied with six hours tuition daily, and ten 
months per annum. We would recommend two daily sessions of four 
hours each during the spring, summer and fall terms; the winter 
term to remain as it is now. 

CECIL COUNTY. 

Thc' great difficulty in obtaining a large attendance at the State 
Normal School is the cost of boarding. If a fund could be created to 
aid the teachers in paying their board while attending the school, to 
be furnished to them either as a gratuity or a loan, many more would 
gladly avail themselves of its advantages. 

The indications of gratitude, and I may say delight, on the part of 
the teachers, and especially the children, to find that some one sympa- 
thizes with them in their labors and studies, are too palpable to be 
misunderstood. 

The public schools are the schools of Cecil county. 

DORCHESTER COUNTY. 

In February last our late worthy and efficient President, Dr. Edw. 
F. Smithers, died from disease contracted by exposure in the perform- 
ance of his official duties. 

We have abandoned "salaries according to numbers." Until we 
have teachers of equal grade, it would not do to pay according to 
numbers. 

Every school is opened with reading the Holy Scriptures by teach- 
ers and pupils alternately. 

Opposition to the school system is constantly growing less. 



38 MARYLAND EDUCATIONAL JOURNAL, 

FREDERICK COUNTY. 

The cost of educating each pupil for ten montlis has been ^4.83|- ; 
if the entire expenditure of the Board be taken into computation, 
less than 50 cts. a month. 

There can be no doubt as to the value of frequent visits to the 
schools by the school officers. 

The crying defect in our schools has been defective instruction in 
the rudimentary branches of knowledge. 

Our teachers have formed an association. The attendance is op- 
tional with the members ; but this feature is very valuable, as it en- 
ables the Commissioners to find out what teachers are anxious to 
improve themselves. 

It has been well said by the State Superintendent that the support 
of jails and penitentiaries, or of public schools, must rest upon the 
wealth of the State ; a lover of his country will speedily decide which 
he would prefer. 

HARFORD COUNTY. 

Many who will spend dollars for the amusement and unprofitable 
gratification of their children, are not willing to invest a dime in what 
might be termed even a comfortable school-house. 

HOWARD COUNTY. 

The few opponents of the system are composed of those who do not 
take the trouble to visit the schools. 

KENT COUNTY. 

Those, who from their connection with both the old and new sys- 
tems, are best able to judge of their comparative merits, unequivocally 
declare in favor of the present system. 

A good deal is said too about the cost of the present system. We 
challenge a comparsion with the past. 

The schools are all opened by reading a portion of the Sacred 
Scriptures, and, in some few, the Lord's prayer is repeated audibly 
by teacher and pupils, in addition to the Scripture lesson. 

The want of regular attendance is severely felt as an evil of great 
magnitude ; the remedy for it, if any, is not in the hands of School 
Boards or their employees. It is in the hearts of parents. 

BIONTGOMERY COUNTY'. 

The system begins to work more smoothly, though it is still beset 
with certain difficulties. These arise, in part, from opposition, which 
never fails to attend all new undertakings ; in part from what may be 



A SCHOOL AND FAMILY MONTHLY. 39 

called political opposition ; but chiefly from the want of a special fund 
to build and furnish school-houses. 

Progress is made and making, and must go on, in increasing ratio, 
if the hands that hold the destiny of the State shall continue to up- 
hold the best interests of the children of the State. 

PBiNCE George's county. 

The new system has taken a strong hold upon the public mind. A 
fresh impetus and vitality have been imparted to it under the operation 
of the new law. 

School-houses present the same appearance of dilapidation as they 
did years ago. They have nothing to recommend them but their an- 
tiquity. 

The* salaries of Commissioners is disproportioned to the work be- 
fore them ; but they look beyond the reward of dollars and cents. 

QUEEN ANNE COUNTY. 

It would be a great thing gained if some means could be devised 
to secure a more regular attendance. 

A year's experience has left a favorable impression of the system. 

SOMERSET COUNTY. 

The people of our coutity are clamorous for public schools and 
school-houses. The people consider that they have the right to be 
educated by the State, and not only to be educated, but to be well and 
liberally educated. They argue that it is the duty of the State to 
supply the means of educating her people — means commensurate with 
their rights. 

ST. MARy's COUNTY. 

Nothing can well bo more evident than that the present compensated 
supervision is indispensable to the efficiency of public schools. 

TALBOT COUNTY. 

Our people have not yet learned to know the value of handsome, 
cheerful, well appointed school-houses as educational agencies of 
themselves, apart from books, apparatus and teachers. 

The objections made to the law are mostly the result of a misappre- 
hension of its provisions, ignorance of the details of its administra- 
tion, or unreasonable prejudice. 

WASHINGTON COUNTY. 

A very liberal disposition is manifested by some in contributing 
largely of their means for the employment of first class teachers. The 
Board are using every effort to foster and increase such liberality. 



40 MARYLAND EDUCATIONAL JOURNAL, 

WORCESTER COUNTY. 

Larger bond to be given by the Treasurer, and School Commission- 
ers to give bond for the faithful appropriation of all school funds and 
books entrusted to them. 




Asking Questions. 

NSWERINGr the questions of children is essential to their 
intellectual growth ; and yet, is not our present educational 
system opposed even to allowing questions to be asked by 
the pupil of the teacher in school ? Teachers might set 
apart certain hours for asking and answering questions, or 
adopt the post-office system. But children will and must ask 
questions, and it is cruel to restrain them, and instead of 
saying, as some parents even do, occasionally, — "'Do hush, child; 
you tease me to pieces with your everlasting questions," — special pains 
should be taken to explain. An unusually inqusitive and smart child 
once asked her grandmother what bricks were made of ; and when an- 
swered, asked what made them red? The reply she received was^ 
"0, do hold your tongue ; you're troubled with a noise in your head; 
don't ask so many questions, and no one will know you are a fool ; 
girls should be seen, not heard." The grandmother could not tell, 
and therefore became angry at the child for having asked. Let chil- 
dren be encouraged to ask questions, and let not parents or teachers 
bluff them off with shuffling answers, Grive them the true explana- 
tian, or else tell them you do not know. Parents should educate 
themselves in order to educate their children, and should rely more on 
HOME instruction, and not altogether on teachers. Above all, teach 
your children to think ! 



School Expenses. — The estimate of the expenses of the public 
schools of the city of New York is two miUions jive hundred and 
twenty-tioo thousand dollars. The same paper that contains the report 
on which this estimate is based, contains also an exposition of the cor- 
ruption and fraud of the city government, for which it will be difficult 
to find a parallel. We suppose the schools are designed to improve 
this state of things. Will they succeed? 




A SCHOOL AND FAMILY MONTHLY. 41 

Memory.— No. 1. 

LMOST every teacher and school book maker has a hobby 
of some kind. Many people inconsiderately denounce hob- 
bies, though they are good in their places. But as " what 
is one man's meat is another man's poison," so one man's 
hobby may be another man's ruin. As the train of thought 
in men differs, so a certain system or style of instruction 
used successfully by one teacher may be very ineffective in 
the hands of another. There is actually no such thing as "a model 
lesson," or a model way of teaching, for the reason already intimated, 
since any effort of one blindly to follow the lead of another usually 
results in failure. 

It is a mark of genius in any teacher to strike out new paths for 
himself, and in such he will generally teach successfully. The only 
difficulty is that, in too many cases, everybody who conceives he has 
caught an idea immediately thinks about writing a book and forcing 
his plan on everybody else. Hence the multiplicity of school books. 
There can be no harm in promulgating new plans, or in advocating 
the adoption of old ones, that others may use as much or as little of 
those plans as may suit their peculiar idiocrasy. The pages of an 
educational journal are fit places for this. Therefore we will present 
a series of short articles on what may be called '' our hobby." In 
this there may be nothing actually new, since ' ' there is nothing new 
under the sun," yet it has required thought to bring it to its present 
state of perfection, and has been successfully used in schools, and we 
think may be again by any teacher who is active and lively. 

Our hobby embraces the perfection of the nowadays so much talked 
of " Object Teaching," and yet it has been used before ever our book- 
makers published a book on that subject. It is founded upon the only 
correct and true principle of memory, i. e. — association and location of 
ideas. All studies require memory to make them effective. Scholars 
must be made to think, too, and the good teacher will teach his pupils 
HOW to think ! 

If you lead your pupil by a certain train of thought, however arti- 
ficial, to retain a certain fact more securely and in less time than he 
could do so of himself without your aid, then you accomplish some- 
thing of value. Hence the utility of artificial rules of Memory. 

If you can lead your pupil to attain to certain positions literally by 
a way he knows not of — i. e. imperceptibly to himself to master, facts, 



42 MARYLAND EDUCATIONAL JOURNAL^ 

ideas and figures without the usual mental labor — then you accom- 
plish much. We claim that "our hobby" does this! 

If so, you may exclaim, it is a pity the world has not been enlight- 
ened long since, as it would have saved a vast amount of mental toil 
and drudgery ! Precisely so, say we ! The reasons why it has not 
been generally adopted are various. Many teachers have other hob- 
bies of their own — of course such turn up their noses. Many are 
content with the old beaten paths, and are ready to cry "humbug" 
or " nonsense" at any other way, without taking the time calmly to 
scrutinize. Others again are skeptical about all new plans — lack faith 
— and they will not give it a trial. Still others are actually too lazy 
to trouble themselves about anything ! .and so on. And finally there 
are as yet no text-books prepared for use in schools by which success- 
fully to introduce this method of teaching. 

We take it, however, now that the time has arrived when the teach- 
ers of Maryland in general and all subscribers to this journal in par- 
ticular, will without prejudice or partiality calmly read and inwardly 
digest a few pages each month of what may perhaps to some at first 
glance appear frivolous. We propose to show the application of our 
hobby to such a variety of school uses as to enable teachers fully to 
test it in their schools — and this_, too, not as a special study, but as a 
recreation — not by changing any of their present text-books, but 
using this simply as an auxiliary, and as illustrative, object teach- 
ing, &c. 

We are compelled, however, in justice to ourself and our cause, to 
approach the main subject cautiously, and therefore beg the reader to 
follow us in a few further prefatory remarks. 

Memory has been well called the storehouse of our ideas. The 
value of what a man puts away in his storehouse depends much upon 
the order or system with which the objects are stored. The wise mer- 
chant has pigeon holes properly labelled for his papers, and bins and 
shelves for his merchandise. There should be a like method and sys- 
tem in our mental accumulations. We want a mental index rerum 
ever at hand for reference. The want of this, accounts for the failure 
in our systems of education. Without memory we never could grow 
wiser. 

The remembrance of facts and truths is of little value to us unless 
we can remember them in their connections, and can so remember 
them as to be able to lay our hands upon them when wanted. Many 
persons read and study and fill their minds with knowledge, but such 



A SCHOOL AND FAMILY MONTHLY. 43 

a confusion of ideas prevails throughout their intellectual storehouse, 
that their very wealth is only- an embarrassment to them. The first 
rule to be observed, therefore, in cultivating the memory or in com- 
mencing any study, is to reduce our knowledge to some system, and 
to study by a system — no matter how artificial it may be. 

A prominent writer and educator, in referring to this subject, has 
characterised artificial rules of memory as a trich, or artifice. He 
however recommends that we should give our children the advantage 
of ingenious and interesting contrivances for remembering important 
facts, because these contrivances will be of great help to them. We 
may in this way bridge over the difficulty of remembering many im- 
portant facts. 

Knowing the innate prejudice that exists against this very thing 
which we are here endeavoring to introduce to our readers, we will 
quote a little further from an article on memory by the writer alluded 
to, and add a few remarks of our own. 

He says (truly) that some years ago an ingenious Frenchman (M. 
Fauvel Gouraud) traversed the country and collected large audiences 
by his exhibition of skill in this species of artifice, and by undertaking 
to initiate his hearers in the method of remembering prodigious num- 
bers of facts by means of such artificial contrivances. 
. " Mnemotechny,- the name which he gave to his invention, is merely 
a trick of the memory. It is a means of remembering a particular 
set of facts or things by the aid of contrivances purely artificial and 
arbitrary. Its possession does not imply, and its cultivation does not 
produce, real mnemonic power. It undoubtedly has its uses. But 
it is rather wealth gained by a lottery ticket than a wealth-producing 
power acquired by wise habits of business." 

Here is strong testimony in favor of our hobby from one in effect 
opposed, or at least not wholly convinced of its utility. Now, admit- 
ting that a certain thing can be accomplished by a trick or artifice bet- 
ter than without it, no matter, so that it is done. Can there be any 
valid objection against using the trick? Is wealth gained in a lottery 
any less wealth than that acquired by plodding industry ? Certainly 
acquiring knowledge by means of mnemotechnic tricks cannot be ob- 
jectionable on the score of morals as is the dabbling in lottery tickets ! 
If we can teach a fact in a moment by a trick which would require 
hours of labor without it, are we not rather recreant of duty towards 
the pupil and the parent in withholding that trick ? And we doubt 
whether the true mnemonic power may not be improved by the prac- 
tice of artificial rules. 



44 MARYLAND EDUCATIONAL JOURNAL, 

Scholars will do more and work longer when work is made play, 
than when work is left mere work. If a certain lesson, which, under 
one system of teaching would be yawned over and require an hour's 
dull work to be learned, can be made interesting and pleasing, entered 
upon cheerfully and accomplished energetically in half an hour — time 
may be saved for other duties. And not only so, but the manner of 
accomplishing the task will have been such that the mind may have 
grown vigorous and healthy instead of idle and morbidly languid. 

Mnemonics, Mnemotechny, artificial memory, or the art of memory, 
or by whatever name it may be known, has at intervals attracted con- 
siderable attention in the world, and would at this day be an acknow- 
ledged necessity in schools, were it not that too much has been expected 
of it, superinduced by the high-sounding praises bestowed upon it by 
traveling professors to swell their classes. 

In looking over a late number of the Sunday School Times (a live 
paper in Sunday School matters), we noticed a Bible lesson mnemo- 
nized. Sunday School men are waking up all over the land and 
adopting various ingenious expedients to fix Bible truths in the minds 
of the young, and the cause is worthy of all efibrt. Perhaps it may 
be more necessary to search out rapid modes of instruction in Sunday 
Schools than in week day schools, since in them the time to work is 
but an hour or two a week, but this, if looked into closely, will prove 
to be but a sorry excuse, not creditable to secular teachers who refuse 
to adopt similar methods. . 

Writers on memory diiFer somewhat as to the mode of training or 
strengthening the memory. Some favor a systematic course of study, 
as the classics or mathematics. Some are ready to admit that artifi- 
cial rules are advantageous, and that more can be done with them than 
without, but becuuse they consider such rules a trick of the memory, 
seem to argue that they should not be used. Strange, indeed ! "Life 
is short and art is long," says the old proverb, and therefore any 
method by which we can gain time in this " short" life to master the 
"long" art would seem to be desirable. And why should the day 
school teachers persist in the old slow methods when better methods 
are at hand? We will not say it is because they want to retain the 
pupil for profit as long as possible, without regard to the pockets of 
the patron, because we do not believe that teachers generally are actu- 
ated by such motives. Such a charge might, however, be brought by 
others. It is rather because this thing has not been properly presented 
to the teachers ; and we may therefore hope that if, by any means, 



A SCHOOL AND FAMILY MONTHLY. 45 

ligKt can be thrown upon the subject, then a necessity will arise which 
will awaken book makers and publishers to snuff the profits from afar ! 
and we shall thus soon have the necessary text-books for the convenient 
introduction of the science of mnemotechny, in its application to all 
branches of study, into our schools. 

And finally, for the present, be it remembered that the use of arti- 
ficial rules of memory does not necessarily imply the abandonment of 
other means of strengthening the memory. 

See next number for the practical application of our subject, 




Suggestions Touching the Duty of Parents and Teachers. 

*0 visit the children at their homes is urged on teachers as a 
duty, the right discharge of which will greatly increase 
their teaching power as well as greatly enlarge the sphere of 
their influence. To many, such a service is very difficult, 
and to m.ost it is embarrassing to visit families, and especially 
those whose social position is above their own. However 
groundless such reluctance may be, it exists, and it depends 
much on the parents whether it shall remain a perpetual bar to such 
intercourse between their children and the teacher, as would be likely 
to- make the relation tenfold more valuable and agreeable to both. If 
the parents, one or both of them, would open the way for the intro- 
duction of the teacher, and remove as far as possible all the stiffness 
or awkwardness which would be likely to attend a first visit, or if by 
little courtesies extended to the teacher, he should be satisfied that a 
visit would not be unacceptable, much of the present hindrance would 
be removed. , 

It has sometimes occurred to us as a strange thing, that parents 
do not leave home, once in a while, for the purpose of looking into 
the nursery where their children are in training, and to know where 
they sit, what they do, and how the teacher looks and acts. Even 
were the teachers indifferent to such visits, the children would be 
pleased, and one such visit would supply inexhaustible topics of con- 
versation at home. How natural, after such an interview, to ask the 
teacher to "call soon, and see Charlie or Mary, at home." 

There are, also, many ways besides personal courtesies in which a 
teacher's courage may be sustained, and his efforts effectually aided by 
a little attention on the part of parents. How few, even conscientious 



46 MARYLAND EDUCATIONAL JOURNAL, 

fathers or mothers, question their children, regularly or occasionally, 
as to what they were taught in the school. In some families the chil- 
dren go to school and come home, for months together, without a 
single inquiry as to what was done or said or purposed. It would be 
preposterous to suppose that the good influence of the school is not 
greatly circumscribed, if not in a large degree neutralized by such in- 
diiTerence on the part of parents. 

To take but a single case for illustration. Few things are more 
annoying to a teacher than the irregular attendance of a pupil. As 
soon as the child's peculiarities are ascertained, his place in the class 
fixed, and his name entered in the various record books, and thus his 
relation to the school settled, he becomes irregular. And is this 
nothing to the parents ? Can they persuade themselves that there is 
any apology for so treating a teacher ? 

Could we trace to the nursery, or the school-room, the steps of those 
who have brought their mothers to shame, we should doubtless find 
that the decided turn to evil courses was made at some point where 
the presence of danger was least suspected. A new acquaintance is 
formed in a walk to or from school, or an imprudent or hasty word of 
the teacher has alienated the child's mind from him, and from his 
teaching, and from the school ; or the sentiment of a book, or a preacher 
is misapprehended or perverted. The first step in the dark way is 
taken, but there is no blush on the boy's cheek; no present change in 
his frank and open face and conduct •, but the noxious seed is lodged 
in a genial soil. When the dangers of the way are so thick, and so 
difficult of detection, one might think there would be a strong sympa- 
thy and earnest co-operation between parents and those who profess to 
be aiding them in guiding, admonishing and protecting their children. 
It may be that a godly* teacher's influence and counsels will prove — 
under the divine blessing — to be a shield and buckler to my son in his 
conflicts with the world, the flesh and the devil. And shall I not 
esteem him highly in love for his work's sake ? Shall I not gratefully 
accept his aid, and do what I can with propriety, in the way of sym- 
pathy and concurrence ? 

We shall not be understood to advocate any modification of the 
conventionalties of society. The attempt would be vain and mis- 
chievous if it were made. The school gathers together children and 
youth from all classes of the community. What is claimed is, that 

* The day school teacher, as well as the Sunday school teacher, should be a godly person. 



A SCHOOL AND FAMILY JOURNAL. 47 

parents who are supposed to regard the well being of then- children 
as of paramount importance, would recognize in the teacher, a co- 
worker with themselves and with God, and manifest towards him the 
confidence and consideration which pertain to a relation so sacred: and 
responsible. This may be done not only or chiefly by personal kind- 
ness and attention, but by inculcating respect for him, by insisting on 
a compliance with his reasonable wishes, by seconding his plans for 
their improvement, and by aiding them in preparing their lessons. 
So, also, by occasional acknowledgements of the good influences of his 
efforts, and by encouraging his visits to the children, and arranging 
their domestic affairs so as not only to relieve such visits of all need- 
less embarrassment, but to make it pleasant and profitable to all con- 
cerned. A regular and punctual attendance is a matter of great 
importance to the comfort and success of the teachers, while every- 
thing in the manners, apparel or temper of the pupil which indicates 
parental forethought and reflection, will go very far to strengthen his 
hands and encourage his heart. 

We do not refer to many topics which belong to the subject in hand. 
But judicious and intelligent parents cannot fail to appreciate the 
hints that have been given, and their own good sense and observation 
will supply others of equal if not greater significance. — Adapted from 
the Sunday School World. 




Eeligious Instruction in Public Schools, 

'(^ E are surprised, and we need not say gratified, to learn 
}1 7) from the recent report of the Superintendent of Public 
A. Schools in New York city, that " moral and religious in- 
struction is specially given." We remember, not many 
years ago, an inquiry was made of a director of the schools 
there, if a teacher would be allowed to cite the example or 
words of Christ as of divine authority, and he promptly 
said that he woiddnot. We infer from the paragraph we have quoted, 
that this is no longer the case. If religious instruction is specifically 
given, we must presume it is instruction in the Christian religion, 
and if Christian religious instruction is given, it must be instruction 
in the principles and doctrines of Christ, and these principles and 
doctrines derive their force and power from the character and authority 
of Christ. 




48 MARYLAND EDUCATIONAL JOURNAL, 

We therefore hail it as an omen of great good that in the public 
schools of such a city as New York, the pupils are instructed " speci- 
fically " in moral and religious duties. Perhaps if the reformation 
had been introduced earlier, we should not hare been pained with such 
exhibitions of irreligion and immorality as are too often witnessed 
there and in our other large cities. If the principles of morality had 
been diligently inculcated in our public schools for thirty years past, 
we might have been spared the humiliating spectacles of stupendous 
fraud and falsehood which are now revealing themselves. We see it 
stated that the fraudulent evasion of the revenue laws in the sin- 
gle articles of icliishey and tobacco alone, amount to one hundred mil- 
lions OF DOLLARS I If our educational systems espect to be confided 
in, as an agency to promote virtue and integrity, they must bring 
about a very different state of things from that we now see. But 
to the extract : 

MOBAL AND RELIGIOUS INSTRUCTION. 

" Objections have, in some quarters, been taken to our system of 
public instruction, based upon the allegation that moral and religious 
instruction is not specifically given. If these charges were well 
founded, these objections would, it is conceded, be valid. Mere in- 
tellectual instruction is of little value, and quite as likely to prove 
pernicious as beneficial, unaccompanied by moral and religious culture, 
by the formation of good habits, and the systematic evolution of good 
character, upright principles, and a high-toned conscientiousness. It 
is, however, far from being true that moral and religious culture does 
not form a part of the instruction communicated to the pupils of our 
public schools." 

Then follows a paragraph, which is so decisive and comprehensive, 
that we were constrained to read it over and over. We would have 
italicised some words, but the whole paragraph is empathic. 

'' On the contrary, it enters as a distinctive element of the course, 
and pervades and gives vitality to the whole system. Not an exercise 
is given, not a study pursued, not a measure of discipline resorted to, 
in which reference is not distinctly had to the fundamental principles 
of morality, and the higher sanctions of the Christian religion. There 
is not a pupil in any of our schools who is not every day reminded 
expressly in some of the exercises, or impliedly, but not less clearly 
and distinctly, in all, of the existence and attributes of the Creator, 
of the great cardinal rules and principles of Christianity, and of bis 
responsibilities and duties as an immortal being." 




A SCHOOL AND FAMILY MONTHLY. 49 

Normal Schools and Institutes. 

'HE idea of training teachers for their vocation is daily more 
and more taking possession of the minds of all. The insti- 
tutes which have been held for this purpose in various parts 
of the country have been in the main remarkably success- 
ful, each new one generally showing' some steps in advance 
of its predecessors These Institutes, however, it should 
be remembered, are still in their infancy, and have by no 
means attained that growth and development of which they are capa- 
ble. It takes more than one or two fitful efi'orts, either to become a 
good teacher, or to establish a system for training teachers. The 
project is still an experiment, and many of the methods used are of a 
tentative character, the friends of the system trying first one method 
and then another, and cherishing in their own hearts, as the best 
guaranty of success, a teachable disposition. We all need to be learn- 
ers in this matter, and are quite content to feel our way along, under 
the wise leadings of careful experiments. 

First, there should be a distinct course of study. Secondly, model 
lessons for observation. Thirdly, practice lessons. 

In a Normal school, the pupils, after having made sufficient progress 
in the course of study, and after having ample opportunity for observ- 
ing the best models of teaching, which they do daily in seeing the 
methods by which they themselves are taught, are required to practice 
what they have learned, by teaching classes under the inspection and 
the kind but searching criticism of their teachers. No part of the 
exercises of a Normal school brings forward the teaching power of the 
learner so fast as this. It is a severe, but a most wholesome test, show- 
ing them all their weak points, stimulating their inventive powers, 
making them ready with their knowledge, and giving them that self- 
possession so indispensable to the teacher's office. 

The usual method in a Normal school is : The pupil teacher, on a 
certain hour of the day, gives a lesson to some class previously as- 
signed. The regular teacher of the class, who is expected to be a 
person of high professional skill, is present at the lesson, and observes 
carefully all that is done, not interfering, except very rarely, to pre- 
vent the class from being misled, or taught what is not true. After 
the exercise is over, this teacher writes out a careful but kindly criti- 
cism upon the performance, which criticism is recorded in a book kept 
for the purpose, and is read and commented on by the Principal before 
the whole class of pupil teachers. Three or four or more exercises 
4 



50 MARYLAND EDUCATIONAL JOURNAL, 

of this kind are going on every day in different departments of the 
school, and once a day the pupil teachers are called together as a class 
to hear these comments upon their -work. The effect this has in stim- 
ulating and developing their- powers, can be realized only by those 
who have witnessed it. 

It may not be amiss to quote a few of these criticisms, taken fi'om 
an actual record, only 'suppressing the names. The letter at the end 
of each note is the initial of the teacher by whom the criticism is made. 

NOTES ON PEACTICE TEACHING. 

Miss A. (class in Grammar) taught very well. She spoke in that 
decided tone which conveys a conviction of truth to pupils, and by so 
doing gained their confidence. She used the blackboards to advan- 
tage, and thoroughly inspected and criticised all writings that she had 
required to be put upon the boards. The facts she taught were cor- 
rect, except one, which was that "is ashamed" was a verb in the 
passive voice ; in that she was corrected by a member of the class. 
Teaching average, 93. H. 

Miss B. (class in Elocution) failed in teaching. The pupils read 
badly, and many errors were made, but there were no criticisms. The 
lady spoke in a very low tone, and seemed to be afraid of the class. 
She did not read a single line for the pupils. Reading cannot be 
taught properly by arbitrary rules ; the voice of the living teacher is 
indispensable. Teaching average, 65. E. 

Miss C. (class in Elocution) cannot become a successful teacher un^ 
til she. studies the pronunciation of words. Not only did she permit 
mistakes made by the pupils to pass unnoticed^ but she mispronounced 
many words herself, as hos-pit''-a-ble for hos^-pi=ta-ble, in''-tense for 
in-tense^, etc. The errors consisted chiefly in changing the accented 
syllable. In the word machination, however,, though the accent was 
correctly marked, she taught the class to call it "masA-in-a-tion." 
There can be no possible excuse for such carelessness, or rather igno- 
rance, since the lady had three days for the preparation of the lesson- 
The dictionary should be kept in constant use by pupils and teachers. 
Teaching average, 65. E. 

Miss D. (class in Constitution) did well The lesson was a long 
one, and somewhat difficult ; but the lady eTineed thorough prepara' 
tion. She ought to have disturbed the repose of the dronei by calling 
upon them more frequently. Esplanatiocs given by the teacher 
should be repeated by the pupils 5 first, to ascertain whether or not 
they have been properly understood, and secondly, to make a deeper 



A SCHOOL AND FAMILY MONTHLY. 51 

impression tipon the minds of the scholars. Indeed, the whole busi- 
ness of teaching might be summed up in two or three words, namely, 
SIMPLIFY and EEPEAT. Teaching average, 95. E. 

Miss E. (class in Map-Drawing) was well prepared for the lesson, 
but did not always speak quite distinctly enough. She required those 
pupils who had criticisms, to stand, and then designated one to give 
them. A very good plan. Miss E. must be careful of the grammat- 
ical construction of her sentences. Teaching average, 90. A. 

Miss F. (class in Mental Arithmetic) became somewhat confused, 
and so made several mistakes in her work. She attempted to solve 
several examples, but each time made some error, either of statement 
or solution. She was not careful enough in her markings, omitting 
to mark one of the pupils absent and two for recitations. Teaching 
average, 88. A. 

Miss Gr. (class in Map-Drawing) should have kept one of the divi- 
sions at the board drawing while the others were reciting. It was the 
first day of map description ; she should, therefore, have given them 
an example of the work desired. Instead of this, she scolded them 
for not knowing her method. Teachers should be careful never to ask 
for anything but what the pupils could reasonably be expected to 
know. If you insist that they shall give anything not found in the 
lesson, or not before given by the teacher, they will become angry and 
careless — as was shown in the class to-day. She did not criticise the 
maps drawn. Teaching average, 82. A. 

Miss H. (class in History) was well prepared with the History les- 
son ; but she allowed the pupils too long a time to think and guesB, 
A chronology lesson is dry and uninteresting ; and unless the teacher 
calls upon the pupils in rapid succession, thus keeping them wide 
awake, the interest will flag, and even good pupils will be inattentive, 
One of the pupils, after gaping two or three times, indulged in short 
naps during the recitation; the teacher evidently did not see her. 
Miss H. marked the pupils very judiciously. Teaching average, 
90. E. 

Miss J. (class in Arithmetic) assisted the pupils too much. She 
did not require them to be accurate enough in answering questions ; 
otherwise she taught very well, the subject being a difficult one. Miss 
J. marked the pupils judiciously. Teaching average, 85. M, 

Miss K. (class in G-rammar) began the recitation very well, spoke 
in a loud and decided tone, and was well prepared with the les.son. 
Miss K. failed, however, to keep her class in order; she allowed pu- 



52 MARYLAND EDUCATIONAL JOURNAL, 

pils to speak without being called upon, and all to criticise and ask 
questions at the same instant; thus she became confused, and sought 
refuge behind her book. Teaching average, 80. H. 

Miss L. (class in xirithmetic) was either very careless or had not 
prepared the proper lesson, as she gave pupils problems to solve that 
were not in the lesson, in consequence of which some good pupils 
failed, as they had not prepared an advance lesson. She was too 
quiet, and spoke in so low a tone that many did not hear her. The 
pupils were more animated than the teacher. Miss L. marked some 
pupils too high, others too low, and in one instance did not mark 
at all. Teaching average, 65. M. 

Miss M. (class in Grammar) has improved since teaching for me 
before, but she still lacks energy and decision. She gave the pupil 
who was reciting all her attention, thus allowing an opportunity to 
some (who took advantage of it) to assume lounging positions, in which 
to wait lazily for their turn to recite. Some remained wide awake, 
and embarassed Miss M. by speaking at any time, even interrupting 
her in the middle of a sentence to ask questions. Teaching aver- 
age, 87. H. 

Miss N. (class in History) was thoroughly prepared with the lesson, 
and did not confine herself to the mere words of the text-book. She 
asked many good general questions connected with the subject, thus 
compelling pupils to think ; and whenever the class failed to give the 
desired information, the lady very promptly gave it herself; she thus 
won the confidence of her pupils. Miss N. lacked animation, and did 
not speak loud enough; otherwise, she did well. Teaching aver- 
age, 92. E. 

Miss 0. (class in Constitution) did well. She used the blackboards 
to advantage, and very carefully examined and criticised the work 
placed there by the pupils. She should speak in a louder and more 
decided tone. Teaching average, 93. E. 

Miss P. (class in Elocution) gave a very short vocal exercise, and 
omitted the concert reading. During the recitation she read remark- 
ally well; her voice was clear and full, her emphasis and inflections 
were correct, and her whole manner free from embarrassment. The 
entrance of three or four visitors did not in the least disconcert her. 
For her calmness and dignity she deserves much commendation. Teach- 
ing average, 95. E. 

Miss Q. (class in Arithmetic) taught very well. The subject, repe- 
tends, was a difficult one, which required careful preparation on the 



A SCHOOL AND FAMILY MONTHLY. 53 

part of the teacher, and close attention during the recitation. Miss 
Q., conscious of this, made herself perfectly familiar with the lesson 
before appearing in class, and when pupils failed to explain examples 
from a want of knowledge, she was ready and able to give the neces- 
sary information. She marked judiciously. Teaching average, 
90. .M. 

' *^<| 

Teaching and Training. 

"What is the diiference between teaching and training?" is a ques- 
tion often asked by thoughtful teachers. "Are they synonymous 
terms, or do they express different ideas ?" Let us examine them. 

To teach is to communicate knowledge. Whoever instills a fact or 
thought into the mind of another is a teacher. The object of a mere 
teacher is accomplished when the pupil has imbibed the facts taught. 
Christ's sermon on the Mount is an example of simple teaching. 

To train is to do something more than to teach. It includes teach- 
ing, because knowledge is the tool of the trainer, but it adds some- 
thing to it. Training is^using knowledge as the means to accomplish 
a higher end. That end may be intellectual or moral. The trainer 
may be aiming to develop the mental powers of his pupils, or he may 
be seeking to mould their characters. In the former ease the training 
is intellectual, in the latter it is moral and religious. 

There may, therefore, be a good deal of teaching with very little 
training, as there may be much knowledge with little wisdom. As by 
wisdom a man uses knowledge for the perfection of his own nature, 
so, in training, a teacher uses knowledge as the means of improving 
the minds and hearts of others. But while there may be teaching 
without training, there can be no training without teaching, because 
it is by the skillful application of truth to the brain and conscience . 
that the trainer accomplishes his end. 

The teacher should aim to be more than a mere teacher. He should 
study the art of using truth so as to make it effectual in influencing 
character; that is, he should study the art of training. 

The day-school and the home, the latter especially, are the grand 
training circles. 

To train a child successfully the teacher must understand both the 
truth and child nature. He must know the approaches to the head 
and the heart of his pupils, and in what manner truth can be made to 
illuminate the one and capture the other. Without this knowledge 
he may blunder into success ; with it and the blessing of God he can 
scarcely fail to benefit his scholars. 




54 MARYLAND EDUCATIONAL JOURNAL, 

For the Young Folks. 

OYS and girls are apt to eat ravenously when tliey eat, 
though not much can be said in its favor, either in point 
of politeness or .-health. Greedy eating is, however, 
'^£^j characteristic of Americans, as may be seen any day in 
any of our large hotels and railway eating-houses. And 
^ you may, perhaps, have heard of the surprise of a French- 
man at for the first time seeing an American eating. He 
dropped his own knife and fork in utter amazement, while staring at 
Brother Jonathan, and at last exclaimed: "Pardon, Messiem% but 
vill you please to tell me eef dat ees your breakfaist or your dinnaire, 
vat you are eating!" To which Brother Jonathan only deigned the 
scornful reply of " You git eout !" 

But this is to relate an incident in connection with eating, so unu- 
sual that it may welh^be recorded, as follows: 

On a certain railway recently, a traveler was aroused from his morn- 
ing nap, after traveling all night, by the stoppage of the train, the 
sound of the gong, and the conductor's voice: " Twenty minutes for 
breakfast, 'gentlemen !" Pell mell rushed the hungry crowd in to the 
dining-room. Not so, however, one, who though none the less hun- 
gry, was nevertheless all the more refined. He wanted first before 
eating — what d'ye think ? His morning dram ? No ! He said he 
wanted to wash, and was willing to give up five minutes of the twenty 
for that purpose ! "Whoever thought of hungry railroad travelers 
thinking of such a thing, and as a consequence the poor man, after a 
vain search for washing conveniences, was compelled to eat unwashed 
and uncombed, or not eat at all ! and hereby " hangs a tale." 

Some boys and girls that we know of are not so particular as this 
traveler was, or as the Jews of old were, —though the traveler was 
apparently no Jew — about washing before eating, although, unlike 
him, they have every convenience at hand. All the boys who read 
this Journal are expected to have clean hands and faces, and never to 
eat so greedily as to astonish a Frenchman. 

Moral. — All railway breakfast-houses should be provided with 
convenient washing fixtures, because they are educators to cleanliness, 
and cleanliness is next to Godliness. 



,^^In Prince George county the number of scholars attending 
the public schools, term ending April 15, was 1,401, showing an in- 
•erease over preceding terms and years. 




A SCHOOL AND FAMILY MONTHLY. 55 

Address by the President of the Board of Public Scliools for 
Somerset County. 

'he Board of School Commissioners of Somerset county 
make no issue with private schools. On the contrary, we 
invoke their hearty co-operation, and the co-operation of 
every other influence in the county, in behalf of the com- 
mon cause of education. Private schools are good as far as 
they go, hut they do not go far enough. What we want, 
and what the interest of the State demands, is, not that ten 
or even twenty per centum of the population should be highly edu- 
cated, and the balance left uncared for, and suffered to grow up in 
ignorance and vice ; but, in the language of a distinguished philoso- 
pher—that all— all, should have the opportunity of becoming intelli- 
gent and virtuous "partners" in the Republic. In the language of 
the venerable Bishop Hopkins : ' ' The interest which every citizen 
holds in the community is the correlative of the interest which the 
community holds in him. As a partner, he is bound to act for the 
benefit of the whole, and if he pursues his personal will in a way 
which is calculated to bring them into peril, he violates the implied 
compact which holds society together, and forfeits his right to be con- 
sidered a member of the Commonwealth." ^e would add, a part is 
not equal to the whole, but that all the parts are equal to the whole, 
is a great mathematical truth which illustrates our position. Free 
schools are the keys which unlock the store houses of knowledge to 
the masses of the people. Open wide, then, the doors of free schools 
everywhere, as the only schools in which the masses have interest, and 
let them be as the common air we breathe — involuahle for their very 
commoness. This is the true spirit and theory of the system of free 
schools we represent, and to give it practical effect and force, we ap- 
peal to the ministers of the Gospel of Christ of every denomination, 
to make it a part of your most sacred calling, to ferret out every poor 
child in our beloved county, and use your influence with the child 
and parent, in getting the child to attend the public school, which has 
been provided for his benefit. We know no way in which you may 
better subserve the interest of Christ, and the spiritual and temporal 
interest of the poor destitute children around you, than by giving 
your prompt and efficient attention to this work. Oh ! we don't real- 
ize, as we ought, the number of children that are to be found in every 
school district in our county — in our own immediate neighborhood— 
and under our own eyes, who are entirely uncared for and neglected, 



56 MAKTLAND EDUCATIONAL JOURNAL, 

as to their intellectual and moral improvement. The consequences to 
themselves and the community in which they live, of thus growing up 
in ignorance and vice — Oh ! who can estimate it '? 

3Iinisters of Christ I You have the noblest profession that ever 
dignified human nature — it is as responsible as it is noble — and while 
our public school law has imposed upon every man, woman and child 
in our community new duties and new responsibilities, it would seem as if 
it had in an especial manner increased your responsibilities. This 
grows out of the very nature of your profession, the higher obligation 
to the law of Him, whom you, in an especial manner, profess to serve 
in all things. Your profession gives you in an especial manner access to 
to that class, mainly, to be benefitted by a system of public education 
— it gives to you influences peculiar to your office. While we look then, 
to all good persons for help and co-operation in the performance of our 
noble work, we do more especially lean on you for support. In this, 
we are happy to say, we will not be disappointed. 

Come with us, then, and together let us lead these dear little ones, 
whom fortune seems to have frowned on, into the school room, where 
we may reasonably hope they will become confirmed in those princi- 
ples and habits which will induce them to take the next step, wJiere 
they will be numbered among the true disciples of Christ. 

Henky a. White, President 
> Board School Com. Somerset county. 




The Desolations of War. 

T is stated on good authority that in the late European war 
of only a few weeks' duration, the injuries to life and limb 
summed up as follows : 

One hundred and sixty-four Prussian officers and two 
thousand five hundred and seventy-three men killed in ac- 
tion, one hundred and forty-three officers and five thousand 
four hundred and fifty-four men who have since died of their 
wounds, and five hundred and sixty-two officers and fourteen thousand 
six hundred and thirty men who have been wounded, but not mortal- 
ly The Austrian wounded who fell into the hands of the Prussians 
numbered four hundred and eleven officers and thirteen thousand nine 
hundred and thirty-five men. The number of Austrians killed and 
wounded who remained inside the Austrian lines is, of course, not 
here known, but must have been very large. At Vienna the reports 



A SCHOOL AND FAMILY MONTHLY. 57 

of losses up to the first of August, detail a loss of two thousand four 
hundred and sixty-five officers of infantry and calvary alone, of whom 
one hundred and thirty-five were stafi°-officers. The number of Aus- 
trian unwounded prisoners, five hundred and eighty-two officers and 
thirty-five thousand nine hundred and thirty- two men. So by this es- 
timate the total number of Austrian prisoners, wounded and unwound- 
ed, would be fifty thousand eight hundred and six. 

Teachers have a good deal to do with the young * ' lusts " that 
breed "wars and fightings." "The things that make for peace," 
must be familiar in the school and nursery, if we would see them pre- 
vail in the city and the nation. 




Salaries. 

CORRESPONDENT of the Cambridge, Dorchester county, 
Intelligencer, thus speaks of that great bug-bear, the sala- 
ries of school officers, in an article about school matters 
generally : 

"Lastly, for this time, a great difficulty in the way of our 
success is that the salaries of none of our county school o^- 
cers justify their giving that time to the schools which is 
absolutely essential, at this time, to their complete success. Very few 
of the schools are visited regularly and examined according to law. 
Now this is what we want : the law carried out — ■practically ajjplied, 
not changed. We want no new school law, but we insist upon it that 
the present law should be carried into effect Most of the Commis- 
sioners give more time to the schools than their salaries justify, but 
this is not enough. A regular, thorough supervision of the school is 
essential to success The President especially should receive a suf- 
ficient salary to give his entire lahor to the county. To this end some 
of our numerous taxes should be curtailed and the school tax increased. 
Then, with ill founded prejudices removed, cavillings hushed — with 
good teachers, working teachers, efficient and active school officers, 
and funds to sustain the school the entire year — we will soon find the 
intelligence of the State rapidly increasing, crime and pauperism 
rapidly diminishing , and the general welfare of the people secured." 



.^^Wine drinking and cigar smoking are bad habits. They 
pair the mind and pocket, and lead to the waste of time. 




58 MARYLAND EPUCATIONAL JOURNAL, 

Obj ect-TeacMng. 

)CHOOL men just now are becoming considerably exercised 
on the subject of object-teaching. There is undoubtedly an 
important point here. But we may miss it just as effectually 
by going too far, or by going in the wrong direction, as by 
stopping short, or standing still. 

The term itself, "Object-Teaching," has led many astray. 
From this unfortunate word, and from the still more unfor- 
tunate methods of gome half-=instrueted advocates and partisans of the 
system, many have been led to suppose that the scheme consists in 
merely teaching children objects— holding up before them bits of tin, 
or wood, or chalk, or cloth, or glass, or something of that kind, and 
getting the children to become acquainted with the qualities of these 
particular objects, the objects themselves often being such as it is com- 
paratively of little importance for the children to know, or such as 
they already know perfectly. The children are of course amused by 
the clap-trap, and go to the school, as they would go to a pic-nie, for 
entertainment and amusement; and, because the children seem so fond 
of school, the uninquiring parent takes for granted that all is right, 
until after a trial of a year or two he wakes up some day to the dis- 
covery that his children, so far as any real intellectual progress is con^ 
cerned, are exactly where they were before they began the experiment. 
We have seen this result in so many hundreds of cases, that we feel 
bound to enter a gentle caveat to the uninitiated. 

The system, rightly understood, has eminent merits, and is founded 
upon a true philosophy of education. Any one who will watch the 
steps by which a human mind is developed, from its first feeble mani' 
festations in infancy, to the full maturity of its powers in manhood, 
will find that God has ordained a certain order in the development of 
the mental powers, just as he has in the development of the bodily 
organs, or in the growth of a plant. The intellectual faculties which 
come first into play are the observing faculties,— those by which we 
become acquainted with the forms and qualities of external objects. 
Hence the duty of the educator, first of all, to train the bodily senses, 
and to induce in the child correct habits of observation. The percep- 
tive faculties, in other words, are the first that require the teacher's 
attention. 

Here it is that lessons on objects come into play. It is not so much 
the amount of knowledge of these objects, that is important, as the 
awakening and training of the mind to the use and the development 



A SCHOOL AND FAMILY MONTHLY. 59 

of its own powers. The differences between people in regard to their 
powers of observation are very great. We see it in witnesses in a 
court of justice. Two men are called upon the stand to testify to a 
transaction at which both were present. One of them can give no 
intelligible, connected, or definite account of the affair. If it was an 
affray in the street, although the whole thing was before his eyes, he 
does not know which gave the first blow, what particular word or 
words gave the provocation, what was the precise time of the occur- 
rence, who were the bystanders, or any other circumstances that may 
enable a jury to understand the real character of the transaction. He 
merely has a confused notion that there was a big crowd and a muss, 
and that somebody was hurt. He does not know how to see or hear. 
He has never been trained to quick and accurate observation of what 
takes place before his eyes. The other witness, with no better oppor- 
tunity of seeing, gives a straightforward, intelligible account of the 
whole affair. On hearing the exciting words "you lie!" he noticed 
who it was that uttered them, recollects he was a tall man, with a red 
vest and white beard, and wore glasses. On seeing a blow struck 
into this man's face, he noticed who it was that gave the blow, recol- 
lects that he had long black hair and a protuberance on one cheek ; 
knows it was about four o'clock in the afternoon, because he noticed 
that the public school on the opposite side of the way let out just then, 
and the boys came running over. And so on. The man has learned 
how to see and hear. He has been trained to habits of observation. 
The cultivation of the senses, and of the rfiental powers most im- 
mediately connected with the use of the senses, cannot be begun too 
soon, or insisted on too strongly. The use of visible objects for this 
purpose is one of the best means of accomplishing it. But many, led 
away by the pleasing excitement of the thing, unconsciously mistake 
the means for the end, and turn the school into a play-room. They 
forget, too, that this very power of observation, though confessedly so 
important, is, after all, the least important of our mental powers ; that 
the powers of abstraction, of reasoning, of imagination, of judgment, 
are far higher in the intellectual scale, and that the perceptive facul- 
ties have their chief uses in the aliment which they gather for the 
nurture of the reflective and the creative powers. A man may have 
his observing faculties in the highest degree of perfection, like the 
American Indian, or the Arab of the desert, and yet be nothing more 
than an acute savage. It is only as he rises from this lower species 
of cultivation into the cultivation of the reflective and creative powers, 
that he becomes capable of the generalizations of science, and that he 
ever accomplishes truly great things. — S. S. Times, 



60 MARYLAND EDUCATIONAL JOURNAL, 

Home Educational Intelligence. 

Baltimoke County — fleeting at the new School House, No. 6, 
Fourth Commissioner District. — The School Board, aided by liberal 
subscriptions from the citizens of the District, have erected a neat and 
substantial school house of brick; dimensions, 24x36 feet. It is after 
the plan prescribed by the State Board, furnished with Sopor's patent 
folding-seat desks, seating eighty pupils, and leaving ample space for 
classes near the teachers' desk. There are few houses in the county 
more comfortable or convenient than this. On Monday, May 20, at 
8 P. M., a large audience of ladies and gentlemen assembled to listen 
to addresses from the State Superintendent and Mr. M'Ginn, the Pres- 
ident of the county School Board. The room had been tastefully 
decorated by the teacher, Miss Mackee, and all present were interested 
and instructed by the remarks of the speakers. The school system 
is very popular in this district. The best evidence of this is in the 
fact that during the last four years the number of children attending 
the schools has increased from 220 to over 450. 

New School House Bell. — One of Register's forty-pound bells, 
costing over ^25, has been purchased for the use of the Grovanstown 
Public School. The contributions to this fund were as follows: John 
W. Treadaway, J. H. Prentiss, Chas. H. Nicolai, W. Gr. Marshall, 
Ruskell & Bro., W. D. Brackenridge, J. Thomas Treadaway, A. B. 
Fuller, Chas. Oaleen, Geo. F. Wheeler, Wm. Rutherford, W. P. 
Prestman, A. D. Sanks, F. Hohn, each $1; G-. Wilson, |2; D. Shroe- 
der, 50 cts.; cash, by three, ^1 each; by one, 25 cents; by the school, 
$5.26. 

Whilst gratified acknowledgments are due all the subscribers for 
their liberality, special mention should be made of John W. Treada- 
way, Esq., with whom first originated the idea, which he has, by per- 
severance, carried into successful operation. 

Teachers' Institutes. — During the month of May Institutes have 
been conducted by Prof. Newell, assisted by the Presidents of the 
School Boards, in Calvert, Montgomery, Talbot and Queen Anne's 
counties. An account of the proceedings will be given in our next 
number. The State Superintendent has attended the Institutes in 
Talbot and Queen Anne's. There is no feature of our School Law 
more valuable or more universally approved, by intelligent citizens, 
than that which provides for the assembly of the teachers for instruc- 
tion in the duties of their important vocation. 



A SCHOOL AND PAMILY MONTHLY. 61 

State Normal School. — We are gratified to learn that, although 
nearly one-third of the students of this school graduated at the Com- 
mencement last April, the desks are all again filled by young men and 
women anxious to enter upon the noble work of teaching. We wish 
them all good luck. Give us competent teachers and our schools will 
rapidly advance. Graduates of the Normal School are cheerfully 
welcomed in every School District of the State. 

Charlottesville, Va., May 16. — University of Virginia. — There 
are now 490 students at the University of Virginia. The following 
States are represented : Virginia, 219 students ; Maryland, 39 ; Ten- 
nessee, 36; Alabama, 33; Geoi'gia, 31; North Carolina, 24; Missis- 
sippi, 18 ; West Virginia, 15; Texas, 14; Missouri, 15; South Carolina, 
12; Kentucky, 12; Louisiana, 10; New York, 3; Arkansas, 3; Dis- 
trict of Columbia, 2 ; Florida, 1 ; Pennsylvania, 1 ; Illinois, 1 ; 
Nevada, 1. 

The Constitutional Convention and the Public School Sys- 
tem. — The committee on education is large, consisting of one member 
for each county and each legislative district of the city of Baltimore, 
making in all twenty-four members. There is no committee havin^^ 
in charge duties so important as those connected with the moral and 
intellectual training of the children of the State. We pray God to 
give the members wisdom to devise that which will prove of lastino- 
benefit to our schools. 

The following extracts are from the correspondence of the Balti- 
more Sun, May 20 and 22 : 

' ' The committee on education have resolved to recommend the chano-e 
of the present common school system of the State, and granting the 
privilege to the city of Baltimore to maintain an independent system 
of public instruction as formerly. The committee on education held 
a session this morning, each member submitting his views in writino-. 
The prevailing opinion was that the education clause in the constitu- 
tion should be made as brief as possible, and all the details of the 
system be left to the Legislature to perfect. It is supposed that the 
committee will agree in recommending that not only shall the city Or. 
Baltimore have the privilege of maintaining an independent system' 
but the same privilege shall also be enjoyed by all the counties, the 
boards of superintendents to be abolished, and the city and each coun- 
ty to pay only its own school tax, and to prescribe what it shall be." 
[A uniform system for the State, if not under some general direction. 



62 MARYLAND EDUCATIONAL JOURNAL, 

ought at least to be preserved. What has been gained in advancing 
popular education in the State by the present system, should not be 
lost, as it inevitably will be, to a more or less extent, by a complete 
and sudden change.] — Eds. 

Male School of Design of the Maryland Institute.— The annual 
commencement of the School of Design, at the close of the seventeenth 
session, took place at the hall of the Maryland Institute, Wednesday 
evening, May 22, and was attended by a very large audience of ladies 
and gentlemen. Previous to the opening exercises, the drawings of 
the pupils were examined by many of the audience, who espressed the 
high gratification they experienced at the proficiency shown, and the 
very excellent evidence of study and skill exhibited. The order of 
exercises was agreeably interspersed with music from the orchestral 
band of the Institute. 

After a prayer by the Rev. J. N. M'Jilton, the report of the prin= 
eipal of the school, Professor D, A. Woodward, was read by N. H. 
Thayer, Esq. In his report he says that time has unfolded the true 
merits and importance of this branch of the Institute's fostering care. 
At the same time we are admonished of the increasing inconvenience 
and iua^dequateness of the rooms and their appointments for the accom' 
modation of the large number of young men who apply for admission. 

Many of the studies and models have become m defaced by continual 
use, year after year, as to render them almost useless. He urges the 
necessity of early procuring a new set of both round and flat studies, 
in securing the prosperity of both day and night schools. The grad- 
uating class originally consisted of twelve members, one of whom. 
(John W. Maughlin) has been removed by death. It is a subject of 
regret that the number composing the architectural and mechanical 
classes should appear so small. A class for marine architecture, as a 
permanent branch of the School of Design, has long been considered 
as one of importance to a large number of Baltimore mechanics. 

John H. B. Latrobe, Esq., then delivered an address to the pupils 
generally, but more especially to the graduating class, which was of a 
most entertaining character to the entire audience. This was, followed 
by the reading of the names of those in the order of merit, by James 
Young, Esq.; the delivery of the diplomas to the graduates, by W. W. 
Maughlin, Esq.; and the delivery of the Peabody premiums to those 
of the graduates to whom they had been awarded, by Joseph Cush« 
ing, Esq, 



A SCHOOL AND FAMILY MONTHLY. 63 

Department or Public Instruction, Md., Baltimore, 3fay ■ 22^ 
1867.— At a meeting of the State Board of Education, held May 18, 
the following orders were passed : 

Ordered by the State Board of Education, That the several School 
Commissioners of each county shall actually and permanently reside 
within the limits of the county for which they are appointed, and that 
a removal from the county, by any commissioner, will vacate hig office. 

Ordered, That a printed copy of this order be sent to each School 
Commissioner throughout the State. 

A true copy, test, W. Horace Soper, Clerk State Board of Educa= 
tion. 

Allegany County.— John Miles Standish has been appointed School 
Commissioner, vice 0> Perinchief resigned. His postoffice is Frost- 
burg. 

Worcester County.— Edward E. Davis has been appointed School 
Commissioner, vice S. C. Seabreeze resigned. His postoffice is 
Salisbury. 

The American Naturalist, is the title of a beautifully printed new 
monthly magazine of natural history, published by the Essex Institute, 
Salem, Mass., at ^3 a year, with which we are well pleased. It covers 
a new field and must prove a success. 

Littell's Living Age.— This old established magazine still holds 
on its way prosperously. See advertisement. 

The Sunday School Times, Phila., we know to be a first class pa« 
per, edited by Prof. John S. Hart and I. Newton Baker. Its pub- 
Ushers, Messrs. Garrigues & Co. , are offering various valuable premiums, 
among them Webster's illustrated unabridged dictionary, to all who 
will solicit stibscribers to their paper. Price ^1.60 per annum. A 
descriptive list of the premiums, also sample copies of the paper, 
with full instruction?, will be sent free, on application to the publishers, 

Keminiscenees. 

We aspect to present in these pages readable sketches of scenes in 
the school-room which may be suggestive to teachers and parents, and 
amusing to the young folks, 

Solomon saye *' Spare the rod and spoil the child;" but Solomon 
was an old fogy, and in these modern days the rod is in som_e places 
taken out of the teacher's hand by law I 

In the days of "Old field school-houees," when the master knew but 
little but how to flog, it was eustomary in many places for the mammas 
to line and wad the backs of the little ones' garments in various inge- 
nious ways, so that the birch should not be felt, 




MARYLAND EDUCATIONAL JOURNAL, 

From a Prison Cell. 

QUARTO sheet called the Sunbeam is edited, printed and 

published by the inmates of the New Jersey State Prison 

at Trenton. Hence there is something very spicy in the 

ijp^ following advertisement which appears in the first number : 

...^T" WANTED — At this office, a practical printer, who 
will find a pleasant and permanent position ! No outsiders 
need apply. 

But there is another article in the game number, written by a con- 
vict, from which we take a single paragraph : 

' ' There are many who can see no reason for showing mercy to the 
transgressor of the law. To such I would say look around you and 
behold the thousands of rum shops and houses of disrepute that cover 
the land. On every hand, like demons of destruction, stand these 
promoters of crime and degradation, ready to fleece the pockets of the 
unwary, and by administering to their worst passions, fill their cup of 
misery in this world, and cause their eternal damnation in the world 
to come. 

Remove these temples of shame and licentiousness from our midst, 
and crime will decrease, virtue be cultivated, and where only crime 
and corruption now exist, there will be found peace and happiness, 
and one man may not fear another. 

The chief provocative of crime, as well as the grand source of pau- 
perism and wretchedness, are found in the places to which the unhap- 
py convict has traced them, and they educate the people more rapidly 
for ^1 than the teachers in our schools do for good." 



Prompt Obedience. — No children are ever so happy as those who 
have been early taught implicit and immediate obedience to a parent's 
wishes or commands. Would that parents more universally felt that 
when they suffer their children to disobey them, they are absolutely 
teaching them to sin against God by breaking one of His command- 
ments, and one to which the promise of long life is given. 



Good. — General Sickles, in South Carolina, has issued an order 
prohibiting the distillation of spirits from grain in his military 
district. 




A SCHOOL AI?D FAMILY MONTHLY, 65 

Boliool Funds. . 

HS general appropriation bill passed, at the late session of 
our State Legislature, sets aside the following sums for edu- 
cational purposes : 

" For donations to colleges, academies and schools, thirty- 
one thousand five hundred dollars ; for the use of free 
schools, including the bonus from banks, dividends from 
stock standing to the credit of the free school fund, and so 
much of the tax on passengers on the Washington Branch of the Bal- 
timore and Ohio Railroad, as has been substituted for the surplus 
revenue, seventy-five thousand dollars; for the education of the deaf 
and dumb, seven thousand five hundred dollars; to the Agricultural 
College, six thousand dollars ; provided. That none of the appropria- 
tions to colleges, academies and schools shall be paid to any such insti- 
tution, unless said institution shall, before the twentieth day of 
January, eighteen hundred and sixty-eight, make a full report to the 
Comptroller, as required by section four of article eighty-four of the 
Code of Public General Laws." 

This is in addition to the special State school tax of fifteen cents on 
the hundred dollars, which was continued, and to several county 
local laws authorizing a special school tax. 



Useful Hints to Teachers. — That which a man finds, which he 
discovers by the use of his powers, guided but not superseded by the 
teacher's, that he possesses, and that alone. He is not a receptacle to 
be filled with knowledge ; he is a living organ to be drawn forth to 
discover it. Truth meets the seeker, just when his search, his desire, 
is strong enough to take possession of the prize. The pouring in sys- 
tem, as if young souls were jars in which the honey of knowledge 
could be easily stored for pi'ofitable use, flies in the face of the method 
of Providence. The drawing forth the faculty is the first half of 
knowledge, and the end of knowledge when won, is the leading forth 
the facilities to a fresh discovery of a larger share. 



Maryland Agricultural College. — Captain Chas. L. C. Minor, 
of Hanover county, Va. , has recently been appointed to the presi- 
dency of the Maryland Agricultural College, and will enter upon its 
duties the 1st of October next. The compensation attached to the 
office is a salary of ^2,500, and the use of a house. Captain Minor 
is a gentleman of high character and attainments ; a master of arts of 
the University of Virginia, and a teacher of considerable experience. 
We congratulate the college upon his selection. — Richmond Whig. 



CL-OSING SEAT SCHOOL DESKS, 
Patented to W. H. SOPER, March 31st, 1863. 




No. 2. 



No. 1. 



Rear seat. 



No. 



No. 



We invite the attention of all persons connected with Schools, Academies and Colleges, 
and all Dealers in School Furniture to the recent valuable improvements in School Desks, the 
Primary School style of which is illustrated in the accompanying cut. They combine more 
advantages than any other, are more substantial, occui^y less space and afford greater facili- 
ties for class exercises. The Closing Seat, which is the crowning feature of this improvement, 
is so constructed as to promote both the health and comfort of pupils; the back being inclined 
and curved, is adjusted to the shape of the spinal column, and gives its support just where 
most needed. The arrangement for folding the seat to form aisles between all the desks, is 
very simple and not liable to get out of order, affording great couvenience for cleaning the 
room and for light Gymnastic Exercises. We make both Double and Single Desks, which we 
designate as follows : High School Nos. 1 and 2 with lids to raise; Grammar School Nos. 1 and 
2 with shelves for books ; and Primary School Nos, 1 and 2 with shelves. 

HS^The Names indicate the Style of the Desk,andthe JRTumbersthe Siae. 

It frequently occurs that some small Desks are required in a High School, and some large 
ones in a Grammar or Primary School, hence these names do not indicate the sizes required. 
The dimensions of all the Desks are given in the annexed Price List, and purchasers are re- 
quested to examine the sizes before sending their orders. When Desks are to be shipped to a 
long distance, they can be sent knocked down, packed in a very small bulk to save freight 
and guard against damage. 

HIGH SCHOOL DESKS— SIZES AND PRICES. 
No. 1. — Length 4 feet, width 18 inches, height of side next to pupil 2 feet 5 inches, 
height of seat 17 inches, space occupied by Desk and Seat 2 feet 7 inches wide, 

and 4 feet long, adapted to pupils from 14 to 20 years of age ....Price $14 00 

2. — Length 3 feet 6 inches, width 16 inches, height of side next to pupil, 2 feet 
2 inches, height of seat 15 inches, space occupied by Desk and Seat 2 feet 5 
wide, and 3 feet 6 long. Adapted to pupils from 12 to 16 years of age Price $13 CO 

GRAMMAR SCHOOL DESKS. 
1.— Length 3 feet 6 inches, width 15 inches, height of side next to pupil 2 feet 
4 inches, height of seat 16.^ inches, space occupied by Desk and Seat 2 feet 4 

wide, and 3 feet 6 long. Adapted to pupils from 12 to IS years of age Price $9 00 

No. 2. — Length 3 feet 1 j^ inches, width 13^ inches, height of side next to pupil 2 
feet 1 inch, height of seat 14>^ inches, space occupied by Desk and Seat 2 feet 
2 inches wide, and 3 feet IX long. Adapted to pupils from 8 to 12 years of age. Price $8 50 

PRIMARY SCHOOL DESKS. 

No. 1. — Same size as No. 1 Grammar Price $8 00 

No. 2.— " No. 2 " " $7 50 

REAR SEATS. 

For High or Grammar School Desks, either size Price $6 00 

For Primary School Desks, either size " $5 00 

B^" An extra seat is required for the rear end of each row of desks. 

Ink Wells inserted at 20 cents and at 30 cents each. The first has cast iron hinged cover, 
the second, brass case with sliding cover, both have glass cups. 
SINGLE DESKS. 
We will make single Desks when ordered. The sizes will be correctly proportioned. 

High School, No. 1 $10 00 I Grammar School, No. 2 $6 50 

" " No. 2 9 50 Primary " No. 1. .... 6 50 

Grammar School, No. 1 7 00 | " " No. 2 6 00 

MANUFACTURED AND SOLD BY 

Extensive Manufacturers of Cabinet Furniture, 

No. 3 SOUTH CALVERT STREET, BALTIMORE, MD. 
To whom all orders for desks must be addressed. For any information about the sale of 
the Patent Bight or the privilege to manufacture apply to 

W. HOKACE SOPER, Patentee, 
BALTIMORE, MD. 



SCHOOL BUILDINGS. 



ANY PARTIES CONTEMPLATING THE 



\.u'Q:T f i Acc ^punm ^iisa njiss^ 



CAN HEAR OF COMPLETH 



AND 
BY ADDRESSING THE 

Publisher at OTJMBEELAND, MD. 



SCHOOL DEPOT. 



It is in contemplation, in connection with the publi- 
cation office of this Journal in 
Baltimore, to 

ESTABLISH A DEPOT 

FOE TIIP: sale of ALL SORTS OF 

SCHOOL REQUISITES, OR MERCHANDISE, 
BOOKS, MAPS, STATIONERY, APPARA- 
TUS, FURNITURE AND FIXTURES, 

AND AIDS GENERALLY 

TO THE SCHOOL AND TEACHER. 



^^Cl OF 



The claims of the Standard Test Books of Prof. Wood, in this department, 

are again urged upon Educators. They have a larger sale than 

all others combined, because thej" are 

TIEarS BEST! 

1. Object Lessons in Botany. (For Beginners.) - - $1 25 

2. Class Book of Eotany„ (For Intermediate Classes.) - 2 00 

3. New Class Book of Botany. (A Complete Coiipendium.) - 3 50 

Copies for examination, and first supplies for introduction, furnished at greatly 
reduced rates. Particulars on application. 

^^^ See Prof. Wood's article on "Spring Flowers," in the April No. of the 
" Educational Bulletin." 



The International System of Uniform Weights and Measures must hereafter be 
taught in all Common Schools. Prof. Chas. Davies is the official esponeat of 
the system. 



Adopted by the Committee of the House of Representatives on a "Uniform Sys- 
tem of Coinage, Weights and Measures," Feb. 2d, 1867 : 

Resolved,, ThvLi tliis Committee has observed with gratiSeation the efforts made by the editors 
and publishers of several mathematical works, designed for the use of Common Schools and 
other institutions of learning, to introduce t\\e'Metric System of Weights and Measures, as au- 
thorized by Congress, into the system of instruction of the youth of the United States, in its 
various departments; and in order to extend further the knowledge of its advantages, alike 
in public education and in general use by the people. 

Be it further Resolved, That Prof. Chas. Davies, LL. D., of the State of New York, be re- 
quested to confer with Superintendents of Public Instruction, and Teachers of Schools, and oth- 
ers interested in a reform of the present incongruous system, and by lectures and addresses to 
promote its general introduction and use. 

.^^The April No. of the '■'■Educational B-ulleiin" contains an exposition of 
the 3Ietric System, from the pen of Prof. Davies, and the latest editions of his 
Arithmetics have it incorporated. 



w 



ai®. 



MAKSH'S ECCIiESIASTICAIj HISTORY : A Kistory of the Church in 
all Ages. For the use of Colleges, Seminaries, HigJi ScJwols, and the general reader. ■ 

Price, S2,00 
A work of wonderful research, and covering the ground in a manner never before realized 
by a work of its size. No course of study is complete without it. 

DAVIES' OUTLIig-ES OJP MATHEMATICAL SCIEETCE, Sl.OO 

A manual to be carried by the teacher into the class-robms, and for constant reference as to 
the best method of presenting the science all its departments, with a comprehensive view of 
the whole. 

THE FOBEST CHOIR. BY GEO. F. ROOT. Price, 65 cts. 

A better book than the famous " Silver Lute," by the same author. 

fi^"These books will be editorially noticed in the " Illustrated Educational Bulletin," sent 
to any address for one year on receipt of Ten Cents. 

Address A. ^. B.A.H.WE® & Co., 

Educational Publishers, 



SCHOOL AND FAMILY SERIES 



Willsonh Primavi/ Speller. 16mo, SO pages, 56 Cuts. 15 Cents. 
Willsonh Larger Speller. Vlnio, IQS pages, 36 Cuts. 85 C&nts. 
Willsoii's Primer. 12mo, 48 pages, 107 Guts. 25 Gents. 
Willson's First Reader. I'lmo, Si pages, 132 Cuts. 40 Cents. 
Willsoii's Second Peader. 12mo, 154:r)ages, 100 Czits. 60 Ce^zifs. 
A Third Reader : Intermediate Series. 12mo,21() pages, 70 Cuts. 80c. 
TRZZsore's Third Reader. 12ino, 264: pages, 142 6Ws. 90 Cents. 
A Fourth Reader : Intermediate Series. 12mo, 312p. , 65 Guts. ^1 . 10. 
Willson's Fourth Reader. 12mo,^Q0 pages, IQ^ Cuts. ^1.35. 
Willson's Fifth Reader. 12mo, 540 ^a^es, 208 Guts. ^l.SO. 



These Readers, although first published only five years ago, have proved to 
the satisfaction of prominent educators, that Skill in Reading and a knowledge 
of the Natural Sciences can be acquired at the same time. 

They have already been officially adopted by the following States, viz. : 

Indiana, Kansas, Califoenia, Nevada, and Maryland. The State Board of 
Education of California have recently re-adopted Willson's Readers for a pe- 
riod of four years. They have also been officially recommended in Ortsson, 
Washington Tbrritoey, and Utah. 

The Hon, L. Van Bokkelen, State Superintendent of Public Instruction 
Maryland, says : 

" My apprehension lest they should prove better adapted for teaching Nalural 
History than for elocutionaiy reading has been removed, and it gives me pleasure 
to say that I am convinced that, while making good elocutionists, valuable 
information is imparted to the children by the use of this Series." 

In the Ward Schools of the City of New York, where they are largely intro- 
duced, and where, owing to the use of all other prominent Series, at^ the same 
time, their comparative elocutionary merits are most thoroughly tested Mr 
Henry Kiddle, Assistant Superintendent of Schools, says : 

"I have uniformly found the classes using Willson's Readers as expert and 
proficient in the Art of R-eading as any I am required to, examine." 



Published by HARPER & BROTHERS, Franklin Square, New York. 
Sent hy Mail, postage free, mi receipt of Price. 



•*V* Harper & Brothers' Catalogue of Books for Schools and Colleges 
is now ready, and may be had gratuitously on application to the Publishers 
personally, or by letter enclosing Five Cents. 



A dfagcmne published every Saturday in Boston, containing the best Revieivs, Criti- 
cisms^ Stories, Fugitive Poetry, Scientific, Biographical and Political 
Information, gathered from the entire body of English 
Periodical Literature, and forming four hand- 
some volumes every year, of immediate 
interest and solid perma- 
nent value. 

EXTRACTS FROM LETTERS AND NOTICES OF THE PRESS. 

From the late President of the United States, John Quincy Adams, 

"Of all the periodical journals devoted to literature and science which abound in Europe 
and in this country, 'The Living Age' has appeared to me the most useful." 

From the Historian, Jared Sparks. 
"I fully concur with Mr. Justice Story in his estimate of the utility and importance of 'The 
Living Age' as a valuable contribution to our literature, not merely of t-emporary intei-est, 
but of permanent value." 

From George Tichnor. 
"I have never seen any similar publication of equal merit." 

From an article in the Independent, written by Rev. Henry Ward Beecher. 
"It was a happy thought to select from this wide range of matter the best articles in every 
department, and by bringing them together in a new work, to give to the people at a very 
moderate sum, the cream of a hundred different inaccessible and expensive magazines and 
papers. This Mr. Littell has done, and done so well as to have deserved and earned for him 
self the thanks and esteem of all grateful readers. Out of so wide a field to select with taste 
and good judgment requires a talent in its way quite as rare as that which produces a brilliant 
article. Of 'The Living Age' we have a complete set upon our shelves, and we find it univer- 
sally popular and useful." 

From 2V. P. Willis, in the Home Journal. 
" 'Tenderloin,' 'foie gras,' are phrases, we believe, which express the one most exquisite 
morsel. By the selection of these from the foreign Reviews, — the most exquisite morsel from 
each, — our friend Littell makes up his dish of 'Living Age.' And it tastes so. We commend 
it to all epicures of reading." 

From the Nexo York Times. 
"The taste, judgment and wise tact displayed in the selection of articles are above all praise, 
because they have never been equaled." 

From the Louisville (Ky.) Journal. 
"The amount of matter annually furnished is very large indeed, and the quality is very 
superior. The editorial department is conducted with great tact and ability. The finest arti- 
cles which appear in the foreign Reviews and Magazines and Newspapers, together with im- 
portant articles from American newspapers appear in its columns. We are glad its success is 
so great as it is ; for it deserves to count its subscribers by the ten thousand." 

From the Boston Post. 
"Among all the periodicals that are published in magazine form, we know of none that sur- 
passes in intrinsic value 'Littell's Living Age.' It combines essays from the best writers upon 
all the great subjects of the day — literary, political and scientific, — with a pleasing variety of 
lighter topics. We venture to say that in no other form can a work of similar character be 
found of equal merit, or at so moderate a price." 

From the Springfield (Mass. J Republican. 
"We can do these among our readers who love sound and pure literature no better service 
than by referring them to this sterling weekly. It is decidedly the best magazine of the class 
published in the United States, if not in the world." 

From the Philadelphia Press. 
"The volume for October, November, and December, 1866, (being the third quarterly of the 
fourth series and the ninety-fii'st of the whole, ( fully maintains the high character of the work. 
It contains the following serials : 'Nana Balatka' and 'Sir Brook Fosbrook,' from Blackwood; 
'Madonna Mary,' from Good Words; 'Village on the Cliff,' from the Cornhill Magazine; and 
'Old Sir Douglas,' from Maxmillian. The 'Living Age,' we repeat, is a library in itself, 
worthy of its high repute." 

From a Clergyman in Massachusetts of much literary celebrity. 
"In the formation of my mind and character I owe as much to 'The Living Age' as to all 
other means of education put together." 
fiS"Published every Saturday at $8.00 a year. Sent free op postage, by 

LITTELL & GAY, 

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SCHOOL WANTED. 

A lady of experience, competent to teach the ordinary English 
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a pleasant home. Address the publisher of this Journal. 



THE MARYLAND 

A SCHOOL AND FAMILY MONTHLY, 

DEVOTED TO 

POPULAR IITSTRUGTIOIT i^ITD LITSRi^TURB, 
JPuMished 31onthly, in BALTIMOBJE, 

AIDED EDITORIALLY BY FRIENDS OF THE CAUSE 

IN EVERY SECTION OF THE STATE, 

AND BY AN 

Editorial Committee of Prominent Educators. 

Devoted to the cause of Education generally, mentally, morally, jihysically, at 
home and in the school room — the staunch and unflinching advocate of a high 
moral standard in both. Everything that bears upon education to come within 
its legitimate sphere, which will of course include the Sunday School interest — 
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Each number to contain 32 pages, large 8vo., of reading matter, besides the 
printed cover, and the whole to be equal externally, and it is to be hoped also 
internally, to any other similar publication, while of course it will be of more 
general utility and interest because of its being a Maryland journal. 

The following re^solutions were passed at the State Association of Commission- 
ers, in Baltimore, on the 13th December, 1866 : 

Resolved, That this association recognizes the importance of a State educational and family 
journal, and that the presidents of the city and county boards be requested to ascertain before 
February 15th the number of subscribers that can be secured, and forward the same to Mr. 
Zevely immediately thereafter. 

On motion of Dr. McJilton, it was 

Resolved, That an application, signed by the President and Secretary of this association, 
be made to the General Assembly for a subscription of fifty copies for each of the counties and 
the city of Baltimore, to be circulated by the city and county boards. 

Thus you will perceive that this journal is to be published under the auspices, 
and with the sanction and approval of, the State Association, and will be the 
organ and advocate of our uniform system of public instruction. It is not 
designed, however, to restrict its sphere to this, but to make it readable and 
acceptable both in the family and the school, serviceable to all teachers, parents 
and pupils. 



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You are hereby appointed agents for this Journal and also contribntors to its 
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Please therefore remember that it is to be YOUR Journal, — (OUR Journal,) the 
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Address me for the present at CUMBEMIjA.NJ>, MJ)., 

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I^H^ 



MARYLAND 




^^— SCHOOL -^ — H/. 



IDTCVOXEr) TO 



POPULAR INSTRUCTION AND LITERATURE. 



THE STATE BOARD OF EDUCATION 

AND OF 

THE COMMISSIONERS' ASSOCIATION. 



.JUL^5t^, lS6'r. 



EDITORIAL COMMITTEE: 

Rev. L. VanBokkelen, LL. D., State Superintendent. 

Rev. Jno. N. McJilton, D.D., City Superintendent. 
Dr. Samuel A. Harrison, Easton, l Rev. Jas. L.Bryan, M.D., Cambridge, 

Wm. H. Farquhar, Esq., Sandy Spring, I Rev. T. S. C. Smith, Belair, 
E. S. Zevely, Managing Editor, Cumberland. 



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E. S. ZEVELY. Publisher. 

Printed by James "Young, 114 West Baltimore street. 



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mailed to CUMBERLAND, for the present. 



GODSrTEIsrTS 

OF JULY NtJMBER. 

Natural and Acquired Ability — by Dr. M'Jilton .65 

Music in Schools — by Dr. Harrison 69 

Montgomery County Institute — by W. H. V 71 

Personal Character of Teaciieus — by Dr. H 75 

Memory, No. 2 , 78 

Reminiscences of a Country School — by Miss V. M. -C 81 

Circulating Libraries — by C ,; — 85 

For the Toung Folks f 80 

The Banker's Seven Shilling Piece : 88 

Kent and Q. A. Institute 90 

Home Educational Intelligence 92 

Publisher's Statement 95 



Sr»E01^\.L IVOTICES. 



This number of the Journal is sent to some who have not yet 
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third page of cover. 



MARYLiABfD 

EDUCATIONAL JOURNAL, 

A SCHOOL AND FAMILY MONTHLY. 



Vol. I. BALTIMORE, JULY, 1867. No. 3. 




Natural and Acquired Ability. 

HERE is a material difference between natural and acquired 
ability. The consideration and proper estimate of this dif- 
ference is necessary in successful teaching. It frequently 
occurs, in the management of childhood, that the natural 
ability is obscured and crippled in the effort to impart that 
which is to be acquired. And it as frequently occurs that 
the effort to impart the ability which is to be acquired is not 
commensurate with that which is natural in the learner. The teacher of 
the most limited experience knows that one pupil is possessed of more 
natural ability than another. It follows as a natural sequence, all 
things being equal, that such pupil has greater facility for the ac- 
cumulation of knowledge and acquired ability than others. On the 
other hand it is known to the teacher, even of limited experience, that 
one pupil may h,ave much less than the average of natural ability. 
It follows in this case as in the other, as a natural sequence, all things 
being equal, that such pupil has less than the average facility for the 
accumulation of knowledge and acquired ability. 

From the facts just stated an exigency arises that has puzzled the 
wits of multitudes of teachers. How shall the work of the school- 
room be ordered so as to afford proper facilities for the pupil of the 
inferior natural abilities and at the same time admit of progress to the 
extent of his capabilities in the pupil possessing the superior natural 
abilities ? The system of education that operates equally and with an 
equality of success in both these relations, must be that which makes 
the closest approximation towards perfection. It is probable that such 
perfection in a system of education may never be reached. In rela- 
tion to the variation in the quality of its mental ability, the human mind 
has received its impress from its Creator. Although the Creator has made 
of one blood all the nations of the earth, yet that one blood flows in varied 
.5 



66 MARYLAND EDUCATIONAL JOURNAL, 

qualities through the veins of those which it animates. There are not 
only various qualities of blood in the different forms of animated nature, 
but there are various qualities of blood in the same form of animal or- 
ganization. There is one kind of blood of men, another of beasts, 
another of birds, another of fishes. In all these forms of animated 
nature there are hinds of blood peculiar to each. But the race of 
mankind is composed of one blood or one kind of blood. All are de- 
scended from a common stock. In this one blood or one kind of 
blood there are various qualities. Of course there are various com- 
positions of brain and nervous fluid, and from these various kinds of 
brain and nervous fluid there are given off various qualities of animal 
spirits. The process of the living principle from the brain and nerv- 
ous fluid to animal spirits, and from animal spirits to the mental facul- 
ties, is not to be traced by human knowledge. In this department 
our physiological discoveries are very limited. The subject is obscure. 
We know enough, however, to assert the belief that the blood has its 
effect upon the mental powers, and that the quality of the mental 
powers depends upon the quality of the blood. There is a fearful warn- 
ing in this relation of the care that should be exercised over the blood 
and its associations. If the blood be polluted or diseased, the disease 
works upon the system. It has its effect upon the brain and nervous 
fluid, upon the animal spirits and upon the intellect. Certain immo- 
ralities, as inebriacy, &c., pollute the blood. The consequences that 
follow are natural. The polluted blood of the parent descends through 
his offspring to the third and fourth generation, and perhaps to more 
extended generations. 

The physiological relations are consistent with the fact, that there 
are various qualities of mental power and of natural ability to be dealt 
with by the teacher and trainer of incipient humanity. The most 
prominent and most important inquiry of the relation is, how shall the 
system pursued in the school room be ordered so as to insure the best 
possible progi-ess to all the different grades of natural ability that ap- . 
pear? 

[ .. In the reply to this inquiry two points of especial interest present 
themselves. 

First — The system pursued in the school room should not obscure 
nor prevent the development and progress of the natural ability of the 
learner. 

Second — The system of the school room should be so ordered that 
it may insure the development and progress of the natural powers to 
the extent of their ability. 



A SCHOOL AND FAMILY MONTHLY. 67 

In the consideration of both these points at once, it ma,y be said 
that in the pursuit of an intellectual system of mental training un- 
trammeled by a too fettered and slavish use of test books, the object 
may be, in an extended degree, if not perfectly, accomplished. The de- 
velopment of intelligence in different degrees is not altogether incom- 
patible with the progress of the class. A class average of intellectual 
progress may not be determined, but a class average of study may. 
In this class average of study a most delicate point is to be settled . 
The average must not be too high for the lowest grade of mental pow- 
er, while it must not prevent the progress of the highest. Let the 
work of education be pursued as nearly as possible upon the average, 
and while every proper aid may be given to the lowest grade of intel- 
lect, let the highest pursue its course undisturbed. The result will 
be witnessed in the brilliant development of the highest, and the best 
that can be produced in the lowest grade of mental ability. 

This working upon the proper average of intellect is the best that 
can be done by the school appliances. In this relation great watch- 
fulness is necessary for the purpose of advancing the proficient pupil to 
a higher grade whenever his attainments will justify it. The brilliant 
intellect is disgusted, dispirited and crippled by association in class 
connection with minds of inferior grade, when those minds operate as 
hindrances in the progress of his own. Measures must be pursued 
that will allow the pupil to maintain his position as nearly as possible 
with minds of equal, or of nearly equal ability with his own Rapid 
promotion may accomplish the object desired in his continuous advance- 
ment. 

Another difficulty, quite as formidable as this of working the differ- 
ent grades of intellect necessarily associated in the same class, arises 
from the fact that in the same mind there are frequently different de- 
grees of capability as regards its several subjects of study. A mind 
may be capable and brilliant in its pursuit of mathematical science, 
while it may be deficient in the ability to acquire a knowledge of lan- 
guage. How shall the teacher work the deficiencies so as not to re- 
tard the powers in the branch or branches most readily mastered ? 
The taste or inclination of the pupil may find some attractions in one 
or more subjects of study than in others. The mystery of taste and 
inclination is inscrutable. But still the taste and inclination may be 
wrought upon and modified, and entirely changed. This labor of re- 
fining and modifying and changing taste and inclination is one of the 
most interesting and important features of the educational process. 
The teacher that can work this department well, will hardly ever be 



68 MARYLAND EDUCATIONAL JOURNAL, 

heard to complain of the different grades of material that may be as- 
sociated in a class. 

It is not by any process of machinery, nor by any especial or gene- 
ral use of the text books, or any of the usual appliances of the school 
room, that the taste and inclination of the pupil are to be modified and 
improved. This is the work of the teacher's intelligence and experi- 
ence. And the intelligence and experience necessary for the pursuit 
are those of constant and intelligent observation. It is this sort of ob- 
servation that makes experience for the teacher ; and the experience 
thus made is the capital for the teacher to work upon in order to in- 
sure success. It is in the lack of this experience that the teacher 
finds himself incapacitated for the management of the difi"erent grades 
of ability that he is obliged to place in the same class. More in this, 
than in the grades or tastes and inclinations of the pupils, does the 
teacher find his trouble. When the difficulty arises, were the teacher 
to study how he should work his own powers as well as those of his 
pupil, he would find himself partially, at least, if not fully relieved 
from his dilemma. In the working of the intellect of the class, let 
his own work in with it, and let there be, as it were, a common 
stock of intelligence, to be wrought through the minds of the 
members of the class, including the teacher. This is class de- 
velopment, and it may work a sort of equality of grade by the 
intermixture of all the grades. This may be done so efiectually 
that while the experience and intelligence of the teacher may be 
thrown in with the less degress of the same, possessed by the other 
members of the class, the design may not be discovered. As a mem- 
ber of the class, the teacher must cease to be a master or a mistress 
in the usual application of those terms. He must mingle intelligence 
and purpose with the pupils. He must develope intelligence as 
though it came up through the efforts of those engaged in the inter- 
change. In this sort of labor the teacher may use the brighter 
intellects of the class in the removing of deficiencies and the devel- 
opment of the proper medium or average of mental power. 

J. N. M. 

Amos Lawrence said, when asked for advice: " Young man, base 
, all your actions upon a principle ; preserve your integrity of charac- 
ter, and in doing this, never reckon the cost. 



M^" Most persons' ideas are adopted children — few brains can raise 
a family of their own. 




A SCHOOL AND FAMILY MONTHLY. . 69 

Music in the Public SctLOois. 

BEING AN EXTKACT PKOM A LECTURE UPON MUSIC, May 24, 1867. 

T used to be said ' ' all roads lead to Rome ; " with your 
speaker all subjects are pertinent to schools. Music is not 
so remote, however, that I should apologize for connecting 
it with the subject of public instruction. Among the 
Grreeks — a people who, of all others of antiq.uity, if not of 
all time, reached the highest degree of intellectual develop- 
ment — music was esteemed a part of a liberal education, as 
leading, by means of harmony and rhythmical proportion, to the 
purest elevation of mind and moral restraint. It was not an object, 
but a means of education. They considered it an indispensable ac- 
complishment of their heroes. Achilles, their ideal of chivalric 
excellence, was taught music by Chiron. In the age of Pericles, 
when the Grecian mind reached its peiihelion of greatest illumination, 
to be ignorant of music was considered a disgrace. The Pythian 
games — those games which had such influence in fostering national 
sentiment, and advancing national culture- — -were, in the first instance, 
musical contests only. The ancient gymnasia, both among the Greeks 
and Romans, were for the exercise of music as well as for rhetorical 
and other studies. Plutarch says that whosoever shall in his youth 
addict himself to the study of music, if he be properly instructed 
therein, shall not fail to applaud and practice that which is noble and 
generous, and detest and shun the contraries — music teaching those 
that pursue it to observe decorum, temperance and regularity. In the 
middle ages, it made part of what was called the quarivnim — the four 
branches of a learned education, arithmetic, geometry, astronomy and 
music. In modern times, those nations and states which are_ most 
advanced in general intelligence, and in the science and art of educa- 
tion, have introduced music into all their schools. Germany, now 
leading the world in every branch of human knowledge, and whose 
system of popular instruction is most perfect, requires all her children 
to be taught music. America — at least that portion of America in 
which the education of the people is most widely diffused and highly 
appreciated — is following her example, so that now, throughout the 
North and West, from thousands of school houses, in city and village, 
on hill-side and by road-side, daily is heard the song of happy chil- 
dren — made happier, and therefore better, by their songs. Nor is 
our own county altogether silent. We too have caught up the strain ; 
so that now, here and there, in this, our beautiful Talbot, as you ride 



X 



70 MARYLAND EDUCATIONAL JOURNAL, 

the roads, you may hear, at certain periods of the day, the shrill 
voices of our children, mingled with the deeper tones of our teachers, 
awakening unwonted echoes in the still woods, and if you have a 
spark of sentiment in your nature, awakening responsive echoes in 
your hearts. He must be callous indeed who does not feel the calm- 
ing, soothing, subduing influence of such song. Children are not of 
sterner stuff than men. 

The use of music in the schools for its purely physiological effects, 
apart from its moral and intellectual benefits, and from the pleasurable 
gratification which it affords, is appreciated by all enlightened edu- 
tors. The activities of children, restrained by the necessary confine- 
ment and discipline of the school, the loss of which is shown by their 
impatience, inattention, restlessness and disobedience of commands, 
in the exercises of the voice by musical utterance, are satisfied, and 
the nervous equilbrium restored ; they seem to serve as conductors to 
carry off, without injury to the discipline of the school, the overcharge 
of cerebral electricity. 

We, the school ofiicers, are trjdng to do our part in popularizing 
music, by introducing it into our public schools. We are employing 
it now as a means of discipline, rather than making it a subject of 
study — as an aid to the teacher by adding to the pleasures of the pu- 
pil. As we are banishing the rod, the emblem of authority and the 
object of fear, so we are bringing in the haton, the emblem of con- 
cord and harmony. Old Fuller said of music : ' ' Horses do more for 
a whistle than a whip, 'and by hearing their bells, jingle away their 
heaviness." If horses, how much more children ? 

If the good people of this county will give us the means, we will 
have music taught in every school from the Chesapeake to the Choptank, 
and we will cause every little pupil who is now fretting his soul over 
his spelling book, or breaking his heart over his arithmetic, to burst 
forth some time in every day in jubilant song. Our school rooms 
shall no longer be places of gloom and solemn seriousness, where 
every emotion is quenched but that of fear; the teachers' voice shall 
be pitched in another key than that of severe command, and utter 
something else than harsh reproof; the ferule shall beat time to other 
music than the childrens' cries. When we can bring our two thousand 
children, who are, or should be, in our public schools, into this town 
upon some Fourth of July, after all the angry passions of the horn- 
shall have subsided, when men have ceased to hate each other, and 
think their fellows villains, because they differ in opinion; when we 
all, of every phase of sentiment, can unite in one hearty celebration 



A SCHOOL AND FAMILY MONTHLY. 11 

of tlie nation's natal day, when we can bring these two thousand 
children here, and make them sing some ballad of the affections, such 
as "Home, Sweet Home," — some song of patriotism, such as the 
"Star Spangled Banner," or some psalm of devotion, such as the 
grand hymn of Pope: 

"Father of all, in every age, 
In every clime adored," 

we then shall know that we have not failed in our efforts in behalf of 
popular education — we shall believe that we have done much for the 
establishment of sound morals, the fostering a sincere love of country, 
and for the promotion of pure and undefiled religion in this county ; 
more perhaps than has been done for us in a quarter of a century by 
all the essays of philosophers, all the harangues of demagogues, and 
all the homilies of our ghostly fathers. 




Montgomery County Teachers' Institute. 

FTER delays incident to all new undertakings of magnitude 
and difficulty, the first Institute for Montgomery came off at 
Rockville on the 9th and 10th of May. The novelty of 
such a convention in this part of the State, the want of 
travelling facilities to aid in bringing the teachers to a 
central point, and a general sense of iindevehped sympatliy 
on the part of the community towards the undertaking, had 
tended to produce in the minds of the persons responsible for the 
affair, a natural apprehension in regard to its success. In consonance 
with this gloomy foreboding, and, as if to ensure its fulfilment, the 
weather at the commencement was exceedingly unpropitious. 

It had been arranged that the Institute should be continued for three 
days ; but the first day was entirely lost in consequence of the storm 
that prevailed. Professor Newell, of the State Normal School, came 
on, however, through the rain, and found three or four teachers whose 
zeal could not be damped by mud or tempest, waiting in comfortable 
quarters at Mrs. Almoney's Hotel. Thursday, the 9th, was favorable. 
The teachers came gradually in; and, at about 11 A. M., the 
Institute was formally organized in the Court House. The Rev. Mr. 
Cumsten was invited to open the exercises with the solemnizing 
influences of prayer; invoking that divine aid, "without which no 
true success can be, and with which success is certain." 



72 . MARYLAND EDUCATIONAL JOURNAL, 

The President of the County Board then welcomed the teachers to 
this their first public association. He referred to the isolated condition 
of their life, and impressed the supreme importance of union and 
co-operation, through which would come power and influence. He 
explained that the Teachers' Institute is a Normal School on a smaller 
scale : a place where teachers come to be taught how to teach. 
Trusting that the idea of becoming learners would not wound their 
vanity, that they were not of the number of those who " can't be told 
anything more about their profession," he reminded them that "the 
wider the circle of human knowledge becomes, the more points does 
its periphery touch of the vast unknown which encompasses it on 
every side." The teachers were further reminded, that they were 
there to learn, not only of the officers of the meeting, and the gentlemen 
who were expected to address them, but of one another. In his 
frequent visits to their schools, the President had always been able to 
gather useful ideas for himself; and never failed to observe that 
each teacher practiced some method of his own, which would be useful 
to others to know. Therefore, they could see the advantages of 
bringing this knowledge together, and casting it into a common heap, 
from which all might draw something beneficial to themselves. 

The inti'oductory address of the President was followed by a lecture 
on teaching arithmetic, delivered by Benjamin Hallowell. This 
veteran in the science and practice of education, impelled by the deep 
interest always taken by him in the promotion of the great cause, 
had cheerfully consented to lend his ef&cient assistance to ensure the 
success of the first Institute held in his own county. The three 
practical addresses with which he favored us^ were listened to by the 
teachers, and a moderate, but highly respectable audience, outside of 
the bar, with the liveliest attention and interest. 

The presiding genius of the Institute, Professor Newell, then gave 
an explanation of the design and objects of such convention, and the 
course pursued in their practical working. The morning session con- 
cluded with a lecture from Mr. Hallowell on the mode of teaching 
grammar; in which the teachers were made to understand, that they 
must not depend on their text books in illustrating this great branch of 
science. It is necessary to impress on the scholars the nature of 
language, and the connection and difference between words and 
things In teaching grammar, we must regard language as a structure, 
and point out the essential uses of the several parts. 

The afternoon session was opened by a discussion upon arithmetic. 
Several teachers gave their views in regard to the proper method of 



A SCHOOL AND FAMILY MONTHLY. 73 

teaching fractions. Lady teachers continue diffident. A trial of skill 
in adding several columns from Walton's cards, resixlted in obtaining 
answers, about half of which were correct. The suggestion was made 
that this was more a trial of nerve-power than of arithmetical skill. 

The subject of reading was introduced by some remarks of the 
President, who seemed to consider this important branch of learning 
as being the worst taught of any in our schools. A great difficulty 
that meets teachers at the start, arises from the bad habits into which 
children fall while learning to talk. The responsibility for this 
defect does not rest upon teachers ; but they are called upon to use 
their strongest efforts to prevent the formation of bad habits, and to 
correct them when formed by observing the following rules : First, to 
read the lesson with great care before the scholar is suffered to attempt 
it. Children are imitative creatures, and this active faculty must be 
called fully into play. Secondly, to give them no sentences to read 
which they cannot understand. Thirdly, to remember that a single 
sentence, readjust as it should be, is more conducive to progress in 
the art, than many pages read in the usual slovenly manner. 

In the familiar discussion which arose on this topic, it appeared that 
most of the teachers practice the method of putting the young pupils 
to reading at once, and carrying on reading and spelling in parallel 
columns ; while a few still adhere to the (happily) antiquated system 
of taking the scholar through the long, dull columns of the spelling- 
book, before allowing him to read. 

The subject of geography was very neatly introduced by an essay 
from one of the ' lady teachers, in which the writer dwelt on the 
importance of map-drawing. She also drew several maps on the 
blackboard, demonstrating the advantages of the system employed by 
Apgarth. Professor Newell strongly recommended the little book by 
that author. 

The Institute then adjourned for the day, leaving the impression of 
a very pleasant commencement of its labors. 

In the evening, the teachers re-assembled in the Court-room, with 
the object of organizing an association. They had a pleasant and 
successful time, their deliberations being enlivened by vocal music, 
in which several of their own number, and some gentlemen from the 
town, participated. The result was the formation of a Teachers' 
Association, which is to meet quarterly in different districts of the 
county, and hold its annual meeting at the time of the Institute. 
Over twenty dollars were paid in to defray expenses, and form the 
nucleus of a library. Rev. Geo. W. Israel being elected President, 
and Mary P. Coffin Secretary. 



74 MARYLAND EDUCATIONAL JOURNAL, 

The second day's session of the Institute commenced under favorable 
auspices. Twenty-nine teachers were in attendance, and the outside 
audience had increased. Professor Newell commenced the exercises 
with a lecture upon object lessons, which riveted the attention of all 
persons in the room. All felt that a new and important method of 
instruction — nature's method it might well be called — was here opened 
to view. It is a method which needs no costly apparatus nor text 
books, (indeed the professor was severe in denouncing test books in 
general, as they are at present indiscriminately used.) Nature oifers 
all the apparatus necessary for this sort of lessons, flinging it everywhere 
around us. The professor took an egg for example, and convinced 
his hearers, somewhat to their surprise, that they had a great deal to 
learn yet about the simple things of nature. 

A lecture on School Management, by Benjamin Hallowell, furnished 
the next intellectual treat. Nay— it was something better than that : 
it was addressed to the highest and best feelings of his audience, who 
evinced their deep interest by the most concentrated attention. 
Lessons drawn from long experience, illustrated and enlivened by 
many personal incidents, all going to prove the two cardinal doctrines 
of the speaker — that self-government is essential to governing others, 
and that love is indeed the fulfilling of the law. These lessons were 
delivered in such a way as to sink deep, and not soon to be forgotten, 

Charles Abert, Esq., one of the School Commissioners of the 
county, delivered the closing address, in which the duty of imparting 
moral and religious instruction in our public schools was strongly 
urged. The address was very favorably received, and served as an 
impressive termination of our exercises. 

The teachers seemed loth to depart, until assured by the professor 
and the President of the County Board, that this must not be their 
last meeting. We must not omit to mention that Mr, E. B. Prettyman, 
Clerk of the Circuit Court of Montgomery county, in a neat and 
appropriate address, assured the members of the Institute of the 
interest taken in their proceedings by the community generally. 

The sessions of the Institute were favored by the presence and 
countenance of the Chief Justice of our State, who extended a liberal 
hospitality to its members. The State Superintendent, greatly to his 
own and our regret, was unavoidably detained while on his way to 
attend our meeting. 

So ended our first Institute, leaving on the minds of all who 
attended it an impression of decided success. The time was too short 
to allow of anything like a full course. The familiar discussions with 



A SCHOOL AND FAMILY MONTHLY. 75 

the teachers, which promised to be so interesting and instructive, were 
necessarily cut short ; many important topics were not touched upon, 
but a good beginning was made. Enough was done to show that 
there is no feature of our school system, nor of any system of public 
education, which is calculated to produce so much benefitin proportion 
to the time devoted to it as the Teachers' Institute. 




Personal Character as a Qualification of the Teacher. 

Part of the salutatory address to a Teachers' Institute, May 20, 1867. 
PART I. 

'HE science of education must pass through all the phases 
of the other sciences. It was once a series of formulas, 
transmitted from age to age — it entered the speculative 
'i^jgC) stage, and teachers drew their rules from premises them- 
(pO selves assumed. It is for us to regard it as a positive science. 
We must disregard tradition and ritual, as of no binding 
force; we must adopt observation and experiment, guided 
by right reason, as the genius of our law. You, gentlemen, are school 
men; but there is no need that you should be Aristotelians ; Baconians, 
you should be, in your methods. The philosophy of the middle ages 
is not the philosophy for us. We must not fear to put everything to 
the test of experiment, however great may be the authority by which 
it is supported, or however old the custom by which it is sanctioned. 
The laws which govern the growth and operations of the human 
mind are as definite and as general in their application as those which 
apply to the material universe ; and it is evident that a true system of 
education must be based upon a knowledge and application of these 
laws. You have in the school room the best field for the study of 
those laws. Not from a study of mature forms only does the zoolo- 
gist derive his knowledge of the animal creation ; not from a study of 
the flower and fruit only does the botanist obtain his knowledge of the 
vegetable world. The mind has its embryology, as has the body, and 
to you is given the opportunity and privilege, while observing the 
evolution and development of its various faculties and powers, to study 
its laws. 

The art of teaching, though among the first of arts in the order of 
time as in dignity, is yet rude and inchoate. Not so the other arts. 



76 MARYLAND EDUCATIONAL JOURNAL, 

The sculptor from the rough block rivals the breathing image. The 
painter, with a few pigments, makes the canvass live. But the art 
of fashioning the human mind, of giving shade and color to human 
thought, has not reached that admirable perfection — its efforts are but 
the misshapen images which childhood forms. Many a fair block of 
marble was wasted before 

" The bending statue, which enchants the world," 

stepped forth ; many a fine breadth of canvass was spoiled before the 
Madonna del Sisto won that adoration for the portrait, which it was 
meant to inspire for the person, of the Virgin mother. But what of 
these? They are but losses of insensate stone, or a little colored 
earth, and linen web. But who shall count the cost of that upon 
which the teacher works ? Who can estimate the losses from those 
rude and unskilled workmen;, who for thousands of years have been 
hacking at the unformed mind of man, and making of it not Apollos, 
slaying the Pythons of wrong and violence ; not Minervas helmeted 
with wisdom; not Graces cinctured with the wreaths of beauty; but 
ghastly images of gorgons and chimeras dire ? Who can set value on, 
the damage done by those who have been bedaubing and smearing the 
fair and virgin canvass of the soul, making foul and beastly pictures, 
and calling them divine? Such work, gentlemen, you are not content 
to do. You are aiming at higher and better things. In teaching, we 
study not the "old masters;" we fly to nature, and he only is our 
master who will teach us nature's method, We have invited you to 
this, our studio — this, our atelier. Here we mean to study together 
our art; here we hope to learn that nobler sculpture than that in 
stone — the plastic art of moulding youthful mind; here we hope to 
learn a finer limning than that of brush and easel — the giving the 
lines and lineaments, the caste and hue, of human souls. 

But this "must give us pause." The moulding youthful mind — the 
giving cast and hue to human souls ! Do you remember that the 
image which the sculptor forms is in his mind before it is embodied — 
that the statue is but a marble thought? Do you reflect that the 
painter copies but the pictures painted within his brain. Do you 
remember, too, that the clay with which the sculptor moulds his beau- 
tiful conception receives and retains the impress of his hands — the 
very finger marks? Do you remember that the style more than any 
signature betrays the artist's touch and name? The children com- 
mitted to our care 

" We form like was, and mould them as we will." 



A SCHOOL AND FAMILY MONTHLY. 7*7 

We stamp upon them our own image, and this we do whether we 
will or not. Their minds are like the sensitive plates of the pho- 
tographer — they receive the impress of the object that is placed before 
them, whether that object be base or noble, foul or beautiful. You, 
yourselves, teachers, are ever before them. You ineffaceably and in- 
evitably daguerreotype upon their souls your image in all its symetry, 
or in all its deformity. Your character is lined upon the sensitive 
plate of their minds, as you stand in the field of that powerful camera, 
the school room. Take care what position and what expression that 
character maintains, that you perpetuate nought but grace, nought 
but what is gracious. >ic * ^ic h^ * >;< 

But, fellow-teachers, however valuable these institutes may be as 
temporary normal schools, in which you are to receive instruction in 
the art of teaching; however valuable they may be in aifording asso- 
ciation and intercourse between those following the same profession ; 
however valuable they may be in fostering professional ardor, pride, 
and emulation, (and I would not undervalue them in any of these par- 
ticulars, but would add my voice to yours in commendation of them,) 
let us not forget that they fail to reach one end — they cannot impart 
that first, that best, that highest and indispensable qualification of the 
successful teacher, personal character. This is a qualification which 
cannot be obtained from books, or be imparted by teachers. It cannot 
be infused from without, but the whole man with it must be, as it 
were, sufi"used from within. It is a something which, if you do not 
already possess, you will fail to gain it here, at this institute. But 
this you may learn, whether this qualification is within you. If you 
find it wanting, I charge you to shun these precincts. 



The Frugal Teacher. 

A TRUE STORY IN VERSE. 

While a certain school off'cer was making his round, 
In a certain school district, a blackboard he found, 
Whose glossy, bright surface no chalk had besmeared, 
So clean and so shining its smooth face appeared. 
On asking the teacher the wherefore and why, 
The frugal young man gave this prudent reply : 
"That my reason's a good one, I'm sure you'll not doubt, 
I feared if I used it I'd soon wear it out.'^ 



J^^Insult not another for his want of the talent you possess : 
may have talents which you want. 



78 MARYLAND EDUCATIONAL JOURNAL, 

Memory.— No. 2. 

UPPOSE you were to repeat to any pupil of ordinary 
capacity the following sentence: " If a hoy should hag his 
dad, he would he apt to put his mammy in a roar,"" and 
were to ask that pupil a week or a month after, what would 
be the effect if a boy should bag his dad — i. e. put his 
daddy in a bag ! — don't you suppose you would get the cor- 
rect answer ? 




Now a word about our English alphabet: — A, B, C, D, E, F, — 
but stop, why say ef ? why not fe ? using the same vowel sound after 
all, and not before some and after others. To continue, comes G, all 
right ; then H — aitch ! — what an abominabje sound for an aspiration ! 
— I, J — (why not je?) — K — (why not ke ?) — why use the vowel A 
to form the sound of this letter when E would do at least as well, and 
have the advantage of symphonious uniformity ? Then comes L — 
(why not say le ?) — M — (why not say me?) — N — (why not ne?) — 
— P — (all right) — Q — (why not say ke ?) — and by the way why have 
K and Q with similar sounds in the alphabet? R — (why not re ?) — 
S — (why not se?) — and why have C soft and S with similar sounds in 
the alphabet?— T— (all right)— U—Y— (all right)— W— double you ! 
what a name ! — X — ecks ! awful ! why not kese ? — Y — Z — ze, all 
right. 

The true sounds — the vowels — you observe are not criticised. We 
need them for other purposes. This system contemplates enunciating 
all the consonants uniformly with the sound of the vowel E after and 
not hcfore, and by thus using them it will be found upon classification 
that we shall have but ten sounds — ten articulations — in the entire 
alphabet, which are S, T^ N, M, R, L, J, K, F, P, articulated se, te, 
ne, me, re, le, je, ke, fe, pe. Other letters as P and B, T and D, K 
and Q, F and V, &c., have similar or correlative sounds. 

Again : in our language certain combinations of letters have single 
articulations, as Ph for F, — Sh and Ch for J, — &c. C and G hard, 
Q and K, have correlative sounds. S, Z, and C soft, ditto. 

Facts involving figures are usually most difficult to retain, i. e. the 
memory has no hold upon isolated figures, because no idea is conveyed 
to the mental perception by them. If we can devise any method by 
which figures can be made in effect to convey tangible ideas to the 
mind, then we could retain them better. 



A SCHOOL AND FAMILY MONTHLY. 



12 



Supose then, by way of example, in the last words of the sentence 
or formula given at the outset of this article — {piammy in a roar) — we 
would say that the letter m stands for the figure 3, and r for 4, and 
could have that by any means indelibly impressed upon us, then we 
should have in those words the figures 33, 44, 



Attention is now invited to the following synthetic and cabalistic 
fundamental formula : 

Seaton may relish coffee pie ! 
012 3 45 6 789 
se fe ne me re le she he fe pe 

and to the following fundamental basis or key, wherein certain letters 
are used for certain figures, and not arbitrarily either, but, as shown 
below, ingenious analogies exist between them : 



Figures 


1 


2 


3 


4 


5 


6 


7 


8 


9 


Articulated se 


te 


ne 


me 


re 


le 


she 


he 


fe 


pe 


S 


T 


N 


M 


R 


L 


J 


K 


F 


P 


z 


D 










Sh 


g hard 


V 


B 


c 












Ch 
G- soft 


Q 

c hard 


Ph 





ANALOGIES : 

z — zero. 

t — one down stroke. 

n — two down strokes. 

m — three down strokes. 

r — last letter in the word four. 

L in Roman notion is 50 — leaving off the cypher is 5. 

J is a 6 reversed. 

k turned wrong end up looks like a 7 or key. 

F in writing resembles an elongated 8. 

P is a 9 reversed. 

The above are the primitive letters of those that follow : 

s and c soft are correlatives of Z. 

d sounds nearly like t, and also represents 1. 

ch or che, sh or she, zh and g soft, are correlatives of J. 

c and g hard, and q, are correlatives of K. 

V and ph are correlatives of F. 

B sounds nearly like P. 



80 MARYLAND EDUCATIONAL JOURNAL, 

The Synthetic and cabalistic fundamental formula contains all the 
articulations, and will greatly aid in retaining them ; in fact, by 
means of this, their acquisition is but the work of a moment, while it 
acts as an instantaneous key whenever the memory flags. 

The fundamental basis or key must be well understood, primarily, 
before proceeding further. 

PiULES. — Words are articulated according to sound, not according 
to spelling. Thus the word dumb, is de, me or 13 — exact is ke, se, 
ke, te, or 7071 — watch is te, che, 16 — mammoth is me, me, te — ^331, 
double letters being articulated singly, and th, as te — huge shock is 
je, she, ke, 667- — swiftly is se, fe, te, le, 0815^ but as a cypher to the 
left is worthless in whole numbers, this is not regarded, and swiftly is 
815 — tliick pen is te, ke, pe, ne, 1792 — weariness, is re, ne, se, or 
420 — written is re, te, ne, 412. 

Apostrophic s. not regarded, as Tailor'' s awl is te le re le, 1-545. 



The only weighty objection against mnemotechny is, the trouble 
and difficulty of applying it. However good, say these objectors, how 
good and correct soever it may be theoretically, practically it is im- 
practicable to every one who cannot devote nearly all his time, atten- 
tion and a large stock of patience to getting it ready for use. This 
objection is frankly admitted to be just. If the student who wishes to 
assist his memory, has to form, arrange and adjust the means before 
he can use them, or apply them to his purpose, how well soever he 
understands the art. he will do better to pursue his studies without 
them. There is, however, one way of removing this obstacle, and 
only one, which is to furnish mnemonized books, that is books in 
which the mnemonic art is applied to the subjects, or in which the 
subjects are mnemonically prepared and ready for the student's use. 
In this way books can be prepared for schools, which, if properly 
used, would impart knowledge expeditiously, and in such a manner 
to render it permanent, by enabling the student to retain it. 

Should this ever be well done, and the books be adopted by a suf- 
ficient number of intelligent teachers, who will recommend them io 
others, they would soon be adopted by teachers generally — astonish- 
ing advantages would soon follow, the generous public would approve 
and patronize ; and this adoption of mnemotechny would be a promi- 
nent event, a bright epoch, in the annals of education. 

In teaching, says a distinguished educator, it is hardly possible to 



A SCHOOL AND FAMILY JOURNAL. 81 

exaggerate the importance of visible illustration. Step .by step, by 
means of what is already known, higher attainments are gained. It 
is only by the power of association of ideas that we can retain new 
ideas, — only by means of what is already known that we learn things 
previously unknown. Here lies one of the great strong points of mne- 
motechny. Its contrivances are not so arbitrary as many at first 
glance might imagine — far fronl it. The formulas used open a wide 
field to the ingenious teacher for object teaching, and are calculated 
to arouse that interest and mental excitement in the pupil so necessary 
to the acquisition of knowledge. Ideas that come into the mind when 
we are in an apathetic state, make no permanent lodgement. In teach- 
ing any science by means of mnemotechny there can be no drowsiness. 
Here all must be animation and eagerness of attention. The child 
acquires a fondness for that which is to be remembered, and love in 
fact at last may be said to be the parent of memory. 

With these necessarily and purposely brief introductory thoughts, 
we are now prepared to open up the main subject, and we trust that 
such an interest has been awakened on the part of the reader that he 
will fairly pursue the subject further, and, if a teacher fairly test it in 
the school ; and to facilitate this we will be prepared to supply teach- 
ers cheaply with sheets of mnemonized matter ready for use in the 
school room. 



Keminiscences of a Country School. 

Read at the Annual Commencement of the StatQ Normal, by Miss V. JI. C. 

OW the country, so far as scenery, fun and farmers con- 
stitute it, presents an agreeable prospect; but here the 
bright side of the picture closes, and the dark side com- 
mences, with bad roads and leafless trees in winter, 
hornets' nests in summer, and last and worst, country 
school houses and country teachers. 

City people, brought up in luxurious ease, with every 
comfort around them that wealth can purchase or art produce, who 
never saw an old log 'barn or a corn field, have not the most remote 
idea what a country school house is. * * * * * 

I have no doubt my school house was considered one of the best 

and most comfortable in the whole township, if not, indeed, in the 

whole world, but I never could find out exactly where the comfortable 

part was. Many a long winter day have I isat with two shawls over 

6 




82 ' MARYLAND EDUCATIONAL JOURNAL, 

my shoulders, and even then my hands were too cold to use the rod 
effectively. Consequently I was compelled to try "moral suasion," 
which, after all, seemed to agree better with the boys; at all events 
they took it good naturedly, and, like Oliver Twist, always seemed to 
be wanting more. 

I have a distinct remembrance of the day on which I was installed 
into office. It was a beautiful day in November, 18—, warm and 
pleasant. The school house, as it appeared to my vision, was an old 
stone structure, built in antideluvian times, or perhaps upheaved by 
some later geological convulsion, with three windows on each side, two 
at one end, and the door opening in front. It seemed to be placed as 
far as possible from any human habitation, the acute builders thinking 
that the attention of the children would not then be distracted from 
their lessons by the sight of human beings, and the teachers could 
never have the opportunity to indulge in a gossip with visitors. 

The first morning I entered the school room something came buzzing 
around my ears. As I looked up I saw the windows were lined 
with wasps, that had taken possession of the school room during the 
summer, and were coming out this pleasant morning to greet the new 
"school marm." I thought they were the largest species of j^i'es I 
had ever seen. 

I had meditated a nice little speech to my young hopefuls about the 
necessity of good behavior, &c,, but the attendance was so very poor 
on the first day that I postponed it in hopes of a larger and more 
appreciative audience. The scholars came dropping in one by one for 
weeks following, so that by the time all had arrived, my enthusiasm 
had cooled considerably, and I thought it best to let the lecture go. 

Then came the task of classifying them. Ah I you city teachers 
that have charge of but one class, and that one organized for you, you 
know nothing of the trouble and ansiety this task occasioned me. I 
am aware that in Maryland a uniform system of text books has been 
introduced, yet for fear the teachers may not feel grateful enough for 
this, I will endeavor to relate my experience in a State where this 
system has not as yet been adopted. To commence with the olass in the 
primer. Of course every boy had a different book ; one indeed had a 
primer so old that it might have come out of Noah's ark, only, I be- 
lieve, the art of printing was unknown in those days. But I managed 
to get along, however, with this class, as I heard each member sepa- 
rately. There were five readers-— all happened to be Osgood's series 
—but then that made five separate classes. There were two kinds of 
arithmetics, and — well I won't tire your patience by describing the ge- 



A SCHOOL AND FAMILY MONTHLY. 83 

ograpliies, spellers, dictionaries, grammars. Altogether they made a 
terrible number of classes. Twenty classes ta be heard in one day by 
one teacher, and the notion abroad in the community that each reading 
class should be heard four times every day! I'm afraid if I had 
humored the prejudices of the people the "shades of night would 
have been falling fast" before I could have wended ray solitary way 
over the muddy fields to supper. 

Well, the room was comfortable as long as the warm weather lasted. 
True, it was' not very handsome. The walls were all spattered with 
ink, but the black rather enlivened the dusky brown Portions of 
the ceiling had, through the force of gravitation, sought a resting- 
place upon the floor. The door had been shot through by some coun- 
try sportsman, to ventilate the room perhaps, though that was un- 
necessary, for enough fresh air was introduced through innumerable 
cracks and crevices about the windows and ceiling. It was the house, 
however, that the directors thought suitable for their children to sit 
in, day after day, and drink in wisdom from the lips of their teacher. 

When the November winds begin to blow we understood the beauty 
of shutters. Ours — those that were yet left on their hinges — were an 
exception to this rule, however, and only good in making an eSective 
"battering ram" against the sides of the house. On those days when 
old Boreas rattled the windows and made eager attempts to get in at 
the door, on such days we were obliged to break the eighth command- 
ment, and, must T say horroio fence rails from the squire's field to prop 
against these same old shutters, to counteract their natural centrifugal 
force. Once, notwithstanding all our philosiphical precautions and 
ingenious contrivances, the wind got the mastery and carried off" fence 
rails and all. The little children looked upon it as a judgment for 
taking the squire's fence rails. 

As the weather grew colder, we began to get chilly. The bovn 
stirred up the fire and put the wood in the stove, but it Wiis so old and 
rheumatic that it kept nearly all its warmth to itself. Luckily the 
■wood was convenient, for as the school board had not thought it at all 
necessary to provide us with such a luxury as a wood shed; we were 
compelled to make one of the corner behind the door. The children 
crowded around the stove, and their teacher sat back with her two 
shawls, cold fingers and a book, trying to hear the lessons. But how 
could children study when they were not comfortable? The thing 
was impossible. Perhaps a glimpse of my blue nose and red fingers 
made them compassionate, and endeavor to i?tudy a little to please the 
teacher who gat back and allowed them to get to the fire— for they did 
learn some I 



84 MARYLAND EDUCATIONAL JOURNAL, 

One day one of the directors came in, no doubt to see if I was 
teaching as he thought I should. It happened, fortunately, to be a 
pretty cold day, and the old stove, as usual, scarcely threw out enough 
heat to warm a mince pie for dinner. He sat down near me, and 
listened to the lessons. Presently he began to shuffle about on the 
bench. I went on with the lessons in pretended ignorance, enjoying 
it all — wickedly though — for I knew he was getting cold. He kept 
moving about and rubbing his nands, and at last, as I did not seem 
to notice his uneasiness, he calls out: "Its pretty cold in here; boys 
why did you let the fire go outf" I felt like saying, "Mr. Treasurer, 
why don't you get us a stove to keep the fire inf" He left shortly 
afterwards, and did not appear again during the session. He, with a 
heavy overcoat on, could not sit in the school room a quarter of an 
hour, and yet we were obliged to stay there all day. 

I was compelled to pay the expenses of having the fire made, the 
room swept and the wood cut. I suppose if the times were to get 
much harder, the teacher would be obliged to buy the wood too. 

When I opened my school I found a bucket and tin cup there. One 
day the tin disappeared. As we could not lock the door, I suppose 
some needy person came in at evening and confiscated it. I bought 
another; but it shared the same fate. After that the children drank 
out of an old gourd one of their number kindly furnished, though 
where it came from I would not care about knowing, as I drank out 
of it myself sometimes. 

* * * The winter passed away and the teacher with it — that is 
from the school room. But she did not forget the many difiiculties 
and inconveniences she had to encounter. With the least effort on the 
part of the school board these difficulties might be swept away, and 
instead of the country school house being the last resort upon earth, 
it might be made one of earth's pleasant places— an oasis in the desert. 

If the school houses and their locations were improved, the teachers 
certainly would be improved too, and the community would soon feel 
the beneficial effect of the new state of things. Good teachers will 
not spend their lives in such places as I have endeavored to describe. 
>!c ****** * 

[What teacher has not had a feeling demonstration of the true pic- 
ture here drawn of many country schools and school houses? — Ed.] 



J^°Reproof is a medicine, like mercury or opium : if it be impro- 
perly administered, it will do harm instead of good. 




A SCHOOL AND FAMILY MONTHLY. 85 

Circulating Libraries. 

lEELINGr an interest in the educational progress of the State, 
I take the liberty to send you a few thoughts on a desider- 
atum seriously felt in most of the rural districts. I allude 
to the want of a circulating library. It will be readily con- 
ceded, that if the only education a child is to receive is to 
be obtained from the books contained in the State list, that 
his or her education will be very imperfect. However well 
those books may be suited to — strictly speakings — school purposes, 
they are not intended, nor do not give that varied information neces- 
sary to make one an agreeable and intelligent companion, gained by 
reading histories, travels, memoirs, scientific works, &c., usually 
found in circulating libraries. If the State is annually to spend thou- 
sands of dollars to instruct its juvenile population, why does it not 
complete the work ? The appetite is engendered, before the boy or girl 
leaves the district school for information, and it is very unfortunate 
to find further information or intellectual food suddenly with- 
drawn, when he or she ceases to attend school. In most cases there 
is no library at home or abroad he or she can have access to. Just 
the time of life when the foundation for future usefulness, or the reverse, 
is to be laid, the boy, at least, is forced to seek improper company to 
while away his evenings or other leisure time. The girls, forced by 
custom^ to stay more at home, resort to light trashy novelletes, found 
in some newspaper. How is this desideratum to be supplied? By 
having in each public school a circulating library, governed by such 
laws as will guard against the wanton destruction or abuse of the books 
taken out. The cost of such a library, if entirely borne by the State, 
would be a trifle in comparison to the benefits to the rising genera- 
tion. _ c. 
»•« 

Worth Trying. — Some of our friends who delight in flowers ought 
to try an experiment recommended by one of our exchanges. If suc- 
cessful, the result will be a gratifying one. It says : " Any lady who 
cultivates a rose in her apartments will find that by planting an onion 
in the same spot the fragrancy of the rose will be increased a hundred 
per cent. Why this is so, is more than we can say, but it is certainly 
a fact. — Tallahassee Sentinel. 



^ou need not tell all tbe truth, unless to those who have a 
right to know it all. But let all you tell be the truth. 



86 MARYLAND EDUCATIONAL JOURNAL, 

For the Young Folks ! 

y OYS ! are you kind to your mothers? not always. Did 

\xfi !r-v>-> y^^ ^^®^' ^^^^ '^^ ^^^ P^^'^ ^^^^^^ ^^y whose mother was taken 
i^/nj suddenly ill. They were very poor, had no one to send 
YGtrSfej for help, and the case seemed urgent. So the little fel- 
low volunteered. His mother told him to go to the 
Ij^ apothecary shop and get some laudanum. Impressed with 
the importance of his mission, and not taking time to wash 
his face or comb his hair, he seized an old broken pitcher for want of a 
phial, and ran with all his might to the druggist's. Entering all out 
of breath, he asked the man behind the counter — " Is this the shotti- 
cary pop, mister?" ''Yes, bub, what's wanting?" "Mammy is 
sick — got the bronkeetis in the stomach — and sont me over to get a 
cent's worth of Bobbleum." He gets the laudanum, and runs home, 
feeling every inch a man, and he will be a man some day too. We 
wouldn't give much for a boy who isn't kind to his mother. Not 
every boy who grows up to be twenty-one gets to be a man in the 
true sense of the term. 

"But my mother scolds me!" Ah, boys, your are monstrous ag- 
gravating sometimes ; and its no wonder your mother scolds. Just to 
think, when she is quietly busy with her household cares, or rocking 
the cradle, or writing a letter, to have you rush in from school with- 
out cleaning your feet, throw down your books anywhere, slam the 
doors, wake the baby, scare the cat, and turn the house topsy-tur- 
vey. Scolds, does she ! Kiss her, and set about doing some- 
thing for her, or for some other member of the family. That will 
make you happy, and home happy. The best way to be pleased, is 
to try to please others. Did you ever try this ? 



Ji@°'One winter evening a bevy of little children were telling their 
father what they got at school. The eldest; reading, spelling and 
definitions. " And what did you get, my little one?" said the father 
to a little rosy-cheeked fellow who was at the same time slily driving 
a nail into the door panel — " Me ! — oh ! I gets readin', spellin', and 
gpankins." 



I hope, my little daughter," I said one morning, " that you 
will be able to control your little temper to-day." 

"Yes, mamma; and I hope ^/ow will be able to control your big 
temper. 



A SCHOOL AND FAMILY MONTHLY. 87 

Strike the Knot. — "Strike the knot!" said a gentleman to his 
son, who, tired and weary, was leaning on his axe over a log which 
he had been trying to cleave. Then, looking at the log, the gentle- 
man saw how the boy had hacked and chipped all around the knot 
without hitting it. Taking the axe, he struck a few sharp blows on 
the knot, and split the log without difficulty. Smiling, he returned 
the axe to his son, saying : 

' ' Always strike the knot I " 

That was good advice. It is good for you, my children, as it was 
to the boy to whom it was first given. It is a capital maxim to follow 
when you are in trouble. Have you a hard sum to do at school? 
Have you got to face a difficulty ? Are you leaving home for the first 
time to live among strangers ? Strike the knot ! Look your trouble in 
the eye as the bold lion hunter looks in the face of a lion. Never 
shirk from a painful duty, but step right up to it and do it. Yes, strike 
the knot, boys and girls, and you will always conquer your difficulties. 



little boy, whose mother had promised him a present, was 
saying his prayers before going to bed, but his mind running on a 
horse, he began as follows : "Our Father who art in heaven — ma, 
won't you give me a horse — thy kingdom come — with a string to it ? " 



'^e once knew a boy who said he liked ' ' a good rainy day- 
too rainy to go to school, and just rainy enough to go fishing." 



American Sunday School Union. — The forty-fifth anniversary of 
the American Sunday School Union was held on Tuesday evening, at 
the Academy of Music, in Philadelphia. The attendance was very 
large. Addresses were delivered by ex-Glovernor Pollock, Rev. Mr. 
Cookman and Rev. Mr. Willits. The annual report shows the re- 
ceipts of the past year to have been $98,727, and the expendi- 
tures $108,833. New schools organized, 1,671, containing teachers, 
10,559; scholars, 67,204; schools visited and aided, 6,090; con- 
taining teachers, 45,175 ; scholars, 351,485 ; families visited, 35,924; 
miles traveled, 314,410; Scriptures distributed, 9,821; books and 
other requisites given to Sunday schools, $15,331.98; total schools 
organized, visited and aided, 7,761; having teachers, 55,734; scholars, 
418,689. 




MARYLAND EDUCATIONAL JOURNAL, 

The Banker's Seven Shilling Piece. 

T was during one of the great national panics of England 
that a gentlemen, who may be called Mr. Thompson, was 
seated, with something of a melancholy look, in his dreary 
back room, watching his clerks pay away thousands of 
pounds hourly. Thompson was a banker of excellent cred- 
it — there existed, perhaps, in the city of London, no safer 
concern than that of Messrs. Thompson & Co.; but at a mo- 
ment like the one just referred to, no rational reflection was admitted, 
no -former stability was looked to. A general distrust was felt, and 
every one rushed to his bankers to withdraw his hoard, fearing that 
the next instant would be too late — forgetting entirely that this step 
was of all others most likely to insure the ruin that was sought to be 
avoided. The wealthy citizen named sat gloomily watching the out- 
pouring of his gold, and with a grim smile, listening to the clamorous 
demands on his cashier, for although he felt perfectly easy and secure 
as to the ultimate strength of his resources, yet he could not altogether 
suppress a feeling of bitterness as he saw constituent after constituent 
rush in, and those whom he fondly imagined to be his dearest friends, 
eagerly assisting in the run upon his strong box. 

Presently the door opened, and a stranger was ushered in, who 
after gazing for a moment at the bewildered banker, coolly drew a 
chair, and abruptly addressed him thus: 

"You will pardon me, sir, for asking a strange question; but I am 
a plain man, and like to come straight to the point." 

"Well, sir?" impatiently interrupted the other. 

"I have heard that you have a run on your bank, sir." 

"Well?" 

' ' Is it— true ? " 

"Really, sir, I must decline to reply to your most extraordinary 
query. If, however, you have any money in the bank, you had bet- 
ter at once draw it out, and so satisfy yourself; our cashier will instantly 
pay you." 

And the banker arose, as a hint to the stranger to withdraw. 

"Far from it, sir; I have not one sixpence in your hands." 

"Then may I ask what is your business here?" 

" I wish to know if a small sum would aid you at this moment." 

"Why do you ask the question?" 

"Because, if it would, 1 would gladly pay in a small deposit." 

The money dealer started. 



A SCHOOL AND FAMILY MONTHLY. 89 

"You seem surprised; you don't know my person or my motive. 
I'll at once explain. Do you recollect some twenty years ago when 
you resided in Essex?" 

"Perfectly." 

"Well, then, sir, perhaps you have not forgotten the turnpike gate 
through which you passed daily? My father kept that gate and was 
often honored by a few minute's talk with you. One Christmas 
morning my father was sick, and I attended the toll bar. On that 
day you passed through, and I opened the gate for you. Do you 
recollect it, sir?" 

"Not I, my friend." 

"No, sir; few such men remember their kind deeds; but those who 
are benefitted by them ought not to forget them. I am, perhaps, pro- 
lix; listen, however, only a few moments, and I have done." 

The great banker had become interested, and at once assented. 

"Well, sir, as I said before, I threw open the gate for you, as I 
considered myself in duty bound — I wished you 'a happy Christmas.' 
' Thank you, my lad,' replied you, 'thank you; and the same to you; 
here is a trifle to make it so ; ' and you threw me a seven-sMlUng 
piece. It was the first money I ever possessed; and never shall I for- 
get my joy at receiving it, nor your kind smile in bestowing it. I 
long treasured it, and as I grew up, added a little to it, till I was able 
to rent a toll myself. You left that part of the country, and I lost 
sight of you. Yearly, however, I have been getting on; your present 
brought good fortune with it, and I am now comparatively rich ; and 
to you I consider that I owe all. So this morning, hearing accident- 
ally that there was a run on your bank, I gathered all my capital, and 
brought it to lodge with you, in case it can be of any use. Here it 
is." And he handed a bundle of bank-notes to the agitated Thomp- 
son. '-In a few days I will call again." 

Snatching up his hat, and throwing down his card, he walked out 
of the room. 

Thompson undid the roll — it contained thirty thousand pounds! 

Moral. — Always be clever to the boys; and boys always be polite. 



°'Tis said that meteoric showers are comets^ and comets meteoric 
showers, — nebulous groups of fragments floating in their highly elip- 
tical oi'bits and being gathered up now by the sun and plants. The 
universe having been created, is now being swept up ! 




90 MARYLAND EDUCATIONAL JOURNAL, 

Kent and Q. A. Institute. 

TEACHERS' Institute for Kent and Queen Anne's counties 
was held at the Methodist Protestant Church in Centre ville, 
Md., commencing on Monday, May 27th, and continuing 
^^^ during the week until Friday afternoon. 

There were present seventy-one teachers, four of whom 
however were teachers of private schools in and near Cen- 
treville. On Monday afternoon the only business was that 
of organization. On Tuesday Prof. Newell and Dr. Van Bokkelen 
arrived, and the Institute regularly got to work. Two sessions of 
three hours each were held each day. Addresses were delivered on 
various educational topics by Dr. Van Bokkelen, Prof. Newell and 
Messrs. Meeks, Thompson, Harrison and Booth, Presidents of the 
School Commissioners of Kent, Queen Anne's, Talbot and Caroline 
counties, respectively. The subjects of attendance upon school ; the 
word method of teaching reading ; corporal punishment in schools ; 
grammar without a book ; etymology ; arithmetic ; elementary geome- 
try and algebra ; history ; geography and map-drawing ; simultane- 
ous reading; writing by P. D. & S's. system; the use of rewards in 
schools, and object lessons, were severally discussed and considered. 

The methods of teaching in all the branches named above by oral 
instruction, and upon the object lessou principle, as far as, and when- 
ever practicable, were explained very forcibly, and illustrated very 
fully, by Prof. Newell; and the art of governing schools by moral 
suasion, or by corporal punishment, or by both, was very fully considered 
and discussed by him, and by other teachers of all grades of experi- 
ence. As the result of the whole matter, I think it was established 
as the opinion of the Institute with some few exceptions, that corporal 
punishment cannot with profit be entirely abolished ; but that it can 
only be used to advantage for extreme cases, and that it is alike the 
interest and duty of the teacher to whip children only when by no 
other method can order and discipline be preserved, and even in these 
cases that teachers should never be hasty in their conclusions. 

The object lesson principle seemed to meet with very general favor. 
The reports of committees appointed last year upon different branches 
of study all with one exception, favored the methods of teaching in 
contra-distinction to school-keeping only, and the one exception was 
scarcely an exception in fact. Prof. Newell's clear explanation of 
these subjects could not, and did not, fail to command appx'oval ; and 
as one said of his convictions, all could say in some degree, " I have 



A SCHOOL AND FAMILY MONTHLY. 91 

had many old opinions overthrown, many more seriously shaken, and 
I am satisfied myself very much instructed." The teachers seemed 
all interested and pleased, and many expressed themselves as having 
very much enjoyed the meeting as well as feeling themselves very 
much benefitted. Some incidents of the discussions none present will 
ever forget; but I forbear to particularize.* The meetings were at- 
tended by a large and intelligent body of visitors, who all seemed as 
much interested as the teachers themselves. In short the Institute 
was a success. J. West Thompson, Jr., 

Secretary. 
* Particulars are just what we want, brother, — Ed. 



Magnificent Literary Fabric. 

Webster's Quarto Dictionary has passed through various editions, 
each an improvement upon and an enlargement of the preceding, un- 
til it has culminated in the present magnificent literary and linguistic 
fabric. The reputation of this work is not confined to America. We 
find it stated that in the Alexandre case, tried in the Court of Ex- 
chequer at Westminster Hall, under purely English law, no other 
dictionary, English or American, was quoted or alluded to than this. 
The Lord Chief Baron, in his decision, pronounced "Webster s Dic- 
tionary a work of the greatest learning, research and ability." Be- 
sides the numerous illustrations with which the volume is interspersed, 
there are at the end sixty-seven pages of the most finished pictorial 
illustrations, representing almost every conceivable object in nature, 
science and art. It would be unnecessary, if we were competent to 
the task, to subject this work to a critical analysis. Its reputation is 
firmly established. It is built upon a rock, and can bid defiance to 
any petty storm that the critics can raise. — Rich. Whig, May 8, '66, 



S. Barnes & Co., a leading publishing house in New York, 
have given to the Trustees of the Peabody Educational Fund 30,000 
volumes of School Books, including 5,000 volumes of the " Teacher's 
Library." The value of the gift is about $25,000. The Hon. E. 
C. Winthrop, Chairman of the Trustees, in a letter expresses the 
highest appreciation of the munificent contribution. 



92 MARYLAND EDUCATIONAL JOURNAL, 

Home Educational Intelligence. 



,^^The School Commissioners of Allegany county have secured a 
valuable property in the city of Cumberland, at a very reasonable 
price, which is to be fitted and furnished for school purposes in time 
for the fall session. 



Teachers' Institutes. — The State Superintendent and Professor 
Newell of the State Normal School, have held Institutes at Easton, 
Centreville and Salisbury, meeting at least two hundred and fifty of 
the teachers of Kent, Queen Anno, Caroline, Talbot, Somerset and 
Worcester counties. In this number a record is given of the work at 
Centreville, and also of the Montgomery County Institute, at Rock- 
ville. In the nest issue we will find space for notices of the In- 
stitutes at Easton and Salisbury. The people of the counties are 
waking up to the importance of making public school teaching thorough 
and efficient. To accomplish this, the teachers must be thoroughly 
taught the duties of their vocation. "As is the teacher — so is the 
school." At Centreville and Easton the teachers were hospitably en- 
tertained by many of the citizens. 



School Festival at Fairmount, Somerset County. — The citizens 
of this District are determined not to stop until "all things are done 
well." They have erected one of the most complete school houses in 
the State, have thoroughly furnished the rooms with desks, maps, &c., 
and now are collecting funds to purchase a school library. Good 
books are to the mind what good food is to the body. The educated 
mind craves knowledge, and at Fairmount it can be had in varied and 
attractive forms to suit every intellectual taste. The ladies have given 
their valuable assistance, and by means of a festival at Crisfield are 
adding largely to the library fund. Cannot the ladies in other sections 
of the State "go and do likewise." When they take an earnest hold 
upon school work we have no fear of failure. May God bless them I 



Howard County. — The President, of the Board of School Commis- 
sioners of this county has just completed his quarterly visitation to 
the schools, and reports the total attendance of pupils 1309, an in- 
crease of 90 over the summer term of 1866, and more than 500 in- 
crease over the attendance during the first term of the new system. 



A SCHOOL AND FAMILY MONTHLY. 93 

A large school house has been built near Poplar Springs, and the old 
houses have been generally repaired. Here are facts showing that in 
Howard the friends of Public Schools are in earnest and the school 
officers rendering faithful and acceptable service. 



Make the Children Happy. — A beautiful procession with banners 
and music marched through the streets of Baltimore on Whit-Monday. 
The motto of the associations in the line is "sana mens in corpore 
sano," i. e. good exercise for good health and sound mind. After 
many companies of men had passed, there came a company of boys 
of 12 to 15 years of age. They were preceded by two lads mounted 
on ponies and accompanied by a fine brass band, composed of young- 
sters, playing most lustily and sweetly. We thought as we looked 
upon the boys, "how wise it is to make the children happy," to en- 
courage them by precept and example, and also by days of pleasure 
and exercises in which they can take an active and prominent part and 
be heroes for a little while. 



The School Joukxal. — A friend writes : " Accept our thanks for 
the May Number of the " Maryland Educational Journal." It is not 
only the youngest, but one of the prettiest, and, judging from this 
number, the best of similar Journals, all of which come to our rooms." 
We make our bow to this appreciative friend. 



J|^° The publisher of this journal presents his respectful compli- 
ments to all teachers and true friends of education, as well as to all 
who should support a school and family journal in our State ; and in- 
forms them that a little more hearty co-operation on their part would 
greatly conduce to the assurance of its permanent success. 

The journal being commenced, MUST continue at least one year 
— but it is necessary that our terms of advance payment should be 
complied with. We hope this notice will be sufficient to induce all 
who have not yet done so to remit without further delay. 



94 MARYLAND EDUCATIONAL JOURNAL, 

J^^From the following circular we learn that the State Association 
of Teachers will soon be in session at Annapolis. Let all teachers be 
present and prove to the Convention that they are earnest, capable, 
faithful ; and that the school system is doing its work well and needs 
no change. We rejoice to know that College Presidents extend the 
right hand of fellowship to teachers of Primary Schools : 

To the Public School Teachers af the State of Maryland : 

The State Association of Public School Teachers will meet in An- 
napolis on Tuesday, July 9th, 1867. All teachers are cordially in- 
vited to be present. Gentlemen who attend will be provided with 
accommodations at reduced rates. Ladies will be accommodated 
without charge. All who wish to be provided for on the conditions 
named must report at once to Rev. Dr. Nelson, President of St. 
John's College, at Annapolis. A full turn out of the teachers of the 
State is greatly desired. Important events await the action of those 
who practically maintain the cause of cdijication in the State. 

Interesting addresses may be expected from distinguished gentlemen. 

Wm. R. Creery, 
M. A. Newell, Baltimore City. 
P. T. Warren, Dorchester County, 
Wm. Galligher, Kent County. 
E. Adams, Baltimore City. 

Will our friends in Baltimore city be kept in the school room till 
July 15th, and thus deprived of the pleasure of meeting their fellow 
laborers from the counties ? The Board of School Commissioners of 
the city, we hope, will not require this. 

[ Jl@^ All who attend will please come prepared to pay for the 
Maryland Educational Journal.] 



Notice to Corrbsponi>ents. — We have received several valuable 
communications which lack of space compels us to defer. We hope 
to receive sufficient encouragement to enable us to give more pages ; 
but till this takes place, we shall be compelled to do the best we can 
and bring in all in due order. We wish correspondents, howeveV, not 
to be discouraged, but to keep on writing. Nothing is pleasanter than 
to have a drawer well filled. We desire articles upon the studies and 
management of schools, written by men of experience and culture- 
We again call upon teachers and County Superintendents for educa- 
tional items, 

,^^*fSays the Illinois Teacher, and we say amen!™* 'It seems to 
us that it is due to our calling as teachers, and to our State educa- 
tional interests, that every teacher shofild siihscribe to and he a reader 
of hi8 own State Educational Journal. ^^ 



Ofiice of the Maryland Edocational Journal, 
Baltimore, June, 1867. 

Statement 

I, as publisher and managing editor of the " Maryland Educational 
Journal,''^ wish it to be understood that I am not pledged to any party 
or system. I wish to publish an educational school and family jour- 
nal, (legitimately so,) free from and disconnected with party feeling- 
believing that there is an opening and need for such a journal in our 
State—and one that will be ready to advocate any system of education 
that the powers that be may devise. In other words, I do not v/ish 
that the existence of my journal shall necessarilj^ depend upon the ex- 
istence of the present school law, or of the continuance in office of 
the present school officers — although I am free to say that I think it 
will be difficult to devise a better system than the one we now have is, 
or might be made, with some slight modifications— or to find a better 
corps of school officers. 

Politics, in my opinion, should have nothing to do with education, 
or with an educational journal; and, as publisher, I know no party, 
I go for the just, the true and the right, wherever that may be found, 
and for the best school system. 

I adopt the following sentimentB of a correspondent ; 

Popular Education no ''Party Sarnie?*.'' — " Popular education 
underlies all good government, and aims to originate good government 
itself, ' Party ' aims to eifect only a division of the spoils after it is 
originated. Popular education is the interest of every man, woman 
and child in the State. Party is the interest only of politicians and 
office seekers. Popular education, both in itg aims and eiFects, is in- 
finitely ahove partisan politics." !E. S. Zevei^y. 



The American Educational Series. 

THE LARGE and increasing sale of these books— the emphatic commendations of hun- 
dreds of the best teachers of the country who have tested them in the class-room, a.nA know 
whereof they affirm, amply attest their real merits, and fully commend them to general favor, 
and the confidence of every thorough unil practical teacher. 



UNION READERS. 

The matter and illustrations in this Series are entirely new, and unsurpassed by any otb«v 
similar Series published, in variety and adaptation. 



ROBINSON'S COMPLETE MATHERIIATICAL SERIES 

With the improvements and additions recently made, is the most complete Series 
of the kind, by one author, published in this country. 

THE METRIC SYSTEM OP WEIGHTS AND MEASURES, 

Full, practical, and adapted to the wants of business men, will be added to the future editions 
of Robinson's Rudiments, Practical and Higher Arithmetics. 

There will also be inserted in Per Centage, in the Higher Arithmetic, several pages on 
the different kinds of U. S. Securities, Bonds, Treasury Notes, Gold Investments, Currency, 
<6c., -with Practical Examples. 

This change and addition will not interfer with the use of the book with previous editions 
of the same. 

The Metric System, and the aforenamed improvement in pee centage, will also be 
bound in pamphlet form, containing about 47 12mo. pages, and will be sent to any address, by 
mail, on receipt of TWENTY-FIVE CENTS. 



lierl's ]Vew Series of GJ-3:*aiiiiiia,rs. 

Unsurpassed in Simplicity , Clearness, Research, and Practical Utility. 



DICflONIlRlfS. 



These popular School Dictionaries having been thoroughly revised, and extensively re- 
garded as the standard authority in Orthography, Definition, and Pronunciation, and as the 
BEST Dictionaries in use, are respectfully commended to teachers and others. They are much 
more extensively sold and used than all others combined. 



SPENCERIAN COPY BOOKS. 

Used in NINE-TENTHS of all the Normal Schools of the United States. Officially 
adopted and used in all the Principal Cities of the United States. Taught in all the Com- 
mercial Colleges, 

Also, Well's ISTatural Science, Wilson's Histories, Fasquelle's 
French Series, Bryant & Stratton's Book-Keeping, Wood- 
bury's German Series, Mantilla's Spanish. Headers, 
Bradbury's School Music Books, etc., etc. 



83"Teachers and School Officers, are invited to correspond with us freely, and to send for 
our Descriptive Catalogue and Circulak, which will be promptly sent upon application. 
S^ Liberal terms given on Books furnished for Examination or Introduction. 
Address the Publishers, 

IVISON, PHINNEY, BLAKEMAN & Co. 

47 & 49 GREENE STREET, NEW TORE:. 
CHICAGO. PHILADELPHIA. 



CLOSING SEAT SCHOOL DESKS 
Patented to W. H. SOPEB, March 31st, 1863. 



No, 2. No. 1. Rear seat. 

We iuvite the attention of all persons connected with Schools, Academies and Colleges, 
and all Dealers in School Furniture to the recent valuable improvements in School Desks, the 
Primary School style of which is illustrated in the accompanying cut. They combine more 
advantages than any other, are more substantial, occupy less space and afford greater facili- 
ties for class exercises. The Closing Seat, which is the crowning feature of this improvement, 
is so constructed as to promote both the health and comfort of pupils; the back being inclined 
and curved, is adjusted to the shape of the spinal column, and gives its support just where 
most needed. The arrangement for folding the seat to form aisles between all the desks, is 
very simple and not liable to get out of order, affording great couvenience for cleaning the 
room and for light Gymnastic Exercises. We make both Double and Single Desks, which we 
designate as follows : High School Nos. 1 and 2 with lids to raise ; Grammar School Nos. 1 and 
2 with shelves for books ; and Primary School Nos. 1 and 2 with shelves. 

B^The Names indicate the Style of the Desk, and the Wumbersthe Size. 

It frequently occurs that some small Desks are required in a High School, and some large 
ones in a Grammar or Primary School, hence these names do not indicate tlie sizes required. 
The dimensions of all the Desks ai-e given in the annexed Price List, and purchasers are re- 
quested to examine the sizes before sending their orders. When Desks are to be shipped to a 
long distance, they can be sent knocked dotvn, packed in a very small bulk to save freight 
and guard against damage. 

HIGH SCHOOL DESKS— SIZES AND PRICES. 

No. 1. — Length 4 feet, width 18 inches, height of side next to pupil 2 feet 5 inches, 
height of seat 17 inches, space occupied by Desk and Seat 2 feet 7 inches wide, 
and i feet long, adapted to pupils from 14 to 20 years of age Price .|14 00 

No. 2. — Length 3 feet 6 inches, width 16 inches, height of side next to pupil, 2 feet 
2 inches, height of seat 15 inches, space occupied by Desk and Seat 2 feet 5 
wide, and 3 feet 6 long. Adapted to pupils from 12 to 16 years of age Price S13 00 

GRAMMAR SCHOOL DESKS. 

No. 1. — Length 3 feet 6 inches, width 15 inches, height of side next to pupil 2 feet 
4 inches, height of seat 16.}^ inches, space occupied by Desk and Seat 2 feet 4 
wide, and 3 feet 6 long. Adapted to pupils from 12 to 18 years of age Price |9 00 

No. 2. — Length 3 feet 1}4 inches, width 13^ inches, height of side next to pupil 2 
feet 1 inch, height of seat UX inches, space occupied by Desk and Seat 2 feet 
2 inches wide, and 3 feet 1>^ long. Adapted to pupilsfrom 8 to 12 years of age. Price $8 50 

PRIMARY SCHOOL DESKS. 

No. 1. — Same size as No. 1 Grammar Price §8 00 

No.2.— " No.2 " " $7 50 

REAR SEATS. 

For High or Grammar School Desks, either size Price $6 00 

For Primary School Desks, either size " $5 00 

B^ An extra seat is required for the rear end of each row of desks. 

Ink Wells inserted at 20 cents and at 30 cents each. The first has cast iron hinged cover, 
the second, brass case with sliding covei-, both have glass cups. 

SINGLE DESKS. 
We will make single Desks when ordered. The sizes will be correctly proportioned. 

High School, No. 1 $10 00 I Grammar School, No. 2 $6 50 

" " No.2 9 50 Primary " No. 1 6 50 

Grammar School, No. 1 7 00 | " " No.2 6 00 

MANUFACTURED AND SOLD BY 

s. s. STE-vEisrs cSc soisr. 

Extensive Manufacturers of Cabinet Furniture, 

No. 3 SOUTH CALVERT STREET, BALTIMORE, MD. 
To whom all orders for desks must be addressed. For any information about the sale of 
the Patent Bight or the privilege to manufacture apply to 

■W. HORACE SOPEK, Patentee, 
BALTIMORE, MD. 



SCHOOL BUILDINGS. 



ANY PARTIES CONTEMPLATING THE 



ERECTION OF FIRST CLASS SCHOOL BUILDINGS, 



CAN HEAR OF COMPLETE 



lawm©!, F&^wi, 



AND 

S FEC I FI C .A.T I 03Sr S F O E< S .A- HVt E, 

BY ADDRESSING THE 

Publisher at CUMBERLAND. MD. 



SCHOOL DEPOT. 



It is in contemplation, in connection with the publi- 
cation office of this Journal in 
Baltimore, to 

ESTABLISH A BEPOT 

FOE THE SALE OF ALL SORTS OF 

SCHOOL REQUISITES, OR MERCHANDISE, 
BOOKS, MAPS, STATIONERY, APPARA- 
TUS, FURNITURE AND FIXTURES, 

AND AIDS GENERALLY 

TO THE SCHOOL AND TEACHER. 

OKUEDRS SOLICia?BID. 

SCHOOL WANTED. 

A lady of experience, competent to teach the ordinary English 
branches, also French, German and Italian, wishes a situation in a 
boarding school or private family. Salary not so much an object as 
a pleasant home. Address the publisher of this Journal. 



THE SCIENCE OF THE SEASON! 
BOTANY. 

The claims of the Standard Text Books of Prof. Wood, in this department, 

are again urged upon Educators. They have a larger sale than 

all others combined, because they are 

THE BEST! 

1. Object Lessons in Botany. (For Beginners.) - - $1 25 

2. Class Book of Botany. (For Intermediate Classes.) - 2 00 

3. IsTew Class Book of Botany. (A Complete Compendium.) - 3 50 

Copies for examination, and first supplies for introduction, furnished at greatly 
reduced rates. Particulars on application. 

.^^ See Prof. Wood's article on "Spring Flowers," in the April No. of the 
" Educational Bulletin.'''' 



THE M:ETIMC S^iTSTElVI. 

The International System of Uniform Weights and Measures must hereafter be 
taught in all Common Schools. Prof. Chas. Da vies is the official exponent of 
the system.* 

READ THE FOLLOWING RESOLUTIONS 

Adopted by the Committee of the House of RepresentativeH on a "Uniform Sys- 
tem of Coinage, Weights and Measures," Feb. 2d, 186V: 

Rtiolve.d^l'hzX this Committee has observed with gratification the efforts made by the editors 
and publishers of several mathematical works, designed for the use of Common Schools and 
other institutions of learning, to introduce the Metric System, of Weights and Measures, as au- 
thorized by Congress, into the system of instruction of the youth of the United States, in its 
various departments ; and in order to extend further the knowledge of its advantages, alike 
in public education and in general use by the people. 

Be it further Resolved, That Prof. Chas. Davies, LL. D., of the State of New York, be re- 
quested to confer with Superintendents of Public Instruction, and Teachers of Schools, and oth- 
ers interested in a reform of the present incongruous system, and by lectures and addresses to 
promote its general introduction and use. 



le April No. of the ^^Educational Bulletin" contains an exposition of 
the Metric System, from the pen of Prof. Davies, and the latest editions of his 
Arithmetics have it incorporated. 



M AKSH'S ECCLESIASTICAL HISTOKY : A History of the Church in 
all Ages. For the use of Colleges, Seminaries, High Schools, and the general reader. 

Price, $2,00 
A work of wonderful research, and covering the ground in a manner never before realized 
by a work of its size. No course of study is complete without it. 

DAVIES' OUTLINES OF MATHEMATICAL SCIENCE, $1.00 

A manual to be carried by the teacher into the class-rooms, and for constant reference as to 
the best method of presenting the science all its departments, with a oomprehensive view of 
the whole. 

THE FOREST CHOIR. BY GEO. F. ROOT. Price, 66 cts. 

A better book than the famous " Silver Lute," by the same author. 

B^These books will be editorially noticed in the "Illustrated Educational Bulletin,^'' sent 
to any address for one year on receipt of Ten Cents. 

Address A. S. B^R,Pf ES & Co., 

Educational Publishers, 



SURKKA LIQUID SLbATINGS^ 

(MoNGEE'8 Invention. J. W. Schermebhorn & Co., Manupaotueers.) 

Makes a Surface which Rivals the Best Wall Slates. 

It is Perfectly Black ; never Crumbles ; always remains Hard and Smooth. 

It is successfully applied to any kind of board or wall, and is invaluable in renovating old 
wooden blackboards. Its dueabilitt is proved by twelve years' severe use in some of the 
best Schools in Kew England and New York. The surface seems to improve with use and age. 

Any teacher, by observing directions, can apply it, ma.'kmg perfect slate surface, unrivalled 
in color, smoothness and durability. 

PRICE— Quarts, $3.00; Pints, $1.75. Five p. c. discount on 5 gals.; ten p. c. onlOgals. 

One quart will cover lOO sq. ft. Hence it makes a cheap Blackboard. For old Boards one 
coat is enough. New surface requires two coats or more. It is put up in tin cans, and safely 
sent by express. 

CAUTIOK". — The Eureka Xiquid Slating is the Original Xtgm'd Slating— the first 
Liquid Blackboard ever offered for sale Its great success has called out several imitations ; 
but none can produce the perfectly smooth, enduring, dead-Hack surface of the Eueeka. It 
IS positively the only slate surface which will not glaze. 

Prominent educators almost everywhere can speak for Eureka Slating, and we will war- 
rant it. 



TESTIMONY POU THE EUEEKA SLATING. 

The Eureka Liquid Slating will alwavs give satisfaction v/hen properly applied. 

JOHN D. PHILBRICK, Supt. Public Schools, Boston, Mass. 

I have used it nine years, and it seems to improve. From my own experience I think it will 
last FIFTY YEAES. E. ROBBINS, Principal, New Haven, Conn., April 23, 1866. 

Superintendent's Office, Troy, iV. F. June 21, 1866. 
It gives excellent satisfaction, I can imagine nothing better. 

EDW. DANFORTH, Supt. Schools. 

Office Superintendent of Public Schools, Cleveland, Ohio, 1867. 

" Eureka Liquid Slating " covers over twelve thousand feet of our blackboards, at a cost 

of about $1,000. We are well paid. It is far superior to anything I know. ANSON SMYTH. 

EuEEKA Slating is on blackboards in my school. They are hard, do not reflect the light, 
and are smoother than natural slate. A. J. RICKOFF, Principal, Cincinnatti, Ohio, 

I have used it ten years. It is slate color, smooth, and never becomes glossy. 

0. S. COOK, Principal No. 2, Dayton, Ohio. 

■National Business College, Chicago, May 25, 1866. 
We have used it in our four College buildings, on common walls and on old boards. It ex- 
ceeds our hopes in fineness and durability. 

H. G. EASTMAN, LL.D, President; D. K. ALLEN, Secretary. 

Indianapolis Female Institute, Ind., March 12, 1866. 
For four years we have ueed Eureka Slating, with complete satisfaction, on wood, papered 
walls, and hard finish. I prefer it to real slate, because the surface is as good, with advantage 
of unbroken surface to any extent. C. W. HEWES, President. 

St. Joseph, Missouri, Aug. 28, 1865. 
It is easily applied, and makes a beautiful and perfect blackboard surface. 

E. B. NEELY, Supt. Public Schools 

Minnesota State Normal School, Winona, March 18, 1866. 
Our blackboards are of '■ Eureka Slating." It leaves nothing to be desired. It is equal to 
best Vermont and I/ehigh slates, besides being cheaper. I commend it to the teachers of the 
Northwest. WM. F. PHELPS, Principal. 

Besides above, we can refer to thousands of the most intelligent teachers and school oflScers 
in the land. 

. — »«-* 

EUKEKA SLATED BLACKBOARDS, READY MADE. 

Of these unrivalled Boards we always have, with neat white wood frames, these sizes ; 

1— size 2 ft.x3 ft $3 60 1 4— stee 3^^ ft.x4;i ft $ 9 50 

2—" 2Htt.x3}itt 5 25 5—" 4 ft.x5 ft 12 00 

3— " 3ft.x4ft 7 00 I Any size to order per sq. ft 60 

Sam^ Sizes in black walnut frames, each extra boar* 1 00 

Sold by J. W. BOND & CO., Baltimore, Md., 

AND BY SCHOOL-FURNISHING HOUSES GENERALLY. 
Send for Specimen of American Educational Monthly, and complete list of school books, &c. 
J. W. SCHERMERHORN & CO., 430 Broome st., New York. 



ti3:e 



RAILROAD. 

On and after SUNDAY, May 5, 1867, 
three daily trains will be run between Balti- 
more and Wheeling and Parkersburg, as follows: 

MAIL TRAIN will leave Baltimore daily (except Sunday) at 8.45 
A. M. FAST LINE will leave daily (including Sunday) at 5.20 P. 
M. EXPRESS TRAIN will leave daily (except Saturday) at 9.45 
P. M. These trains connect at Belair and Parkersburg for all points 
West, Southwest and Northwest. 

FREDERICK ACCOMMODATION TRAIN leaves Baltimore, 
daily, at 4.20 P. M., (except Sunday.) Leaves Frederick for Balti- 
timore daily (Sundays excepted) at 7.05 A. M. 

THE ELLICOTT'S MILLS TRAIN leaves Baltimore at 6.20 and 
9.50 A. M., and 1.20 and 5.20 P. M. Returning leaves Ellicott's 
Mills at 7.30 and 11.10 A. M., and 2.30 and 6.30 P. M. 

FOR WASHINGTON.— Leave Baltimore at 3.50, 7.05, 8.50 and 
9.45 A. M., and 3.15, 4.15 and 7.45 P. M. 

FROM WASHINGTON FOR BALTIMORE.— Leave Washing- 
ton at 7.00, 7.45 and 11.15 A. M., and 2.00, 4.30, 6.30 and 8.45 
P. M. 

FOR ANNAPOLIS.— Leave Baltimore at 7.05 A. M. and 4.15 
P. M.; leave Washington at 7.00 A. M. and 4.30 P. M. Trains 
leave Annapolis at 6.30 A. M. and 3.40 P. M. 

SUNDAY TRAINS.— Leave Baltimore for Washington at 3.50 
and 9.45 A. M., and 4.15 and 7.45 P. M. Leave Washington at 
7.45 A. M., and 4.30, 6.30 and 8.45 P. M. 

For further information. Tickets of every kind, &c., apply to J. T. 
ENGLAND, Agent, Camden Station, or at the Ticket Office. 

JOHN L. WILSON, Master of Transportation. 
L. M. Cole, General Ticket Agent. 



PROPOSALS will be received for the erection of a SCHOOL 
HOUSE, within a short distance of the Patuxent river, in the lower 
part of Calvert county. All parties desirous of further information 
will address the undersigned. 

SOMERVILLE SOLLERS, Secretary, 

Prince Frederick, Calvert county, Md. 



" I-didn't-get-no-Letter. 



9) 



Thus bitterly cried a little girl as she left the Post Office one day. 

Her tears told the value of a good letter. 

What is prized more, or hailed with greater delight ? 

The young love to be noticed ; seldom receive letters. Whatever 
truths come to them in this form they read and remember with pecu- 
liar interest. 

Rev. Edwin M. Long has been for years devoting himself to religi- 
ous correspondence as a specialty; he has had over 7,000 names on 
his list of correspondents; to whom over 11,000 letters have been 
sent. 

For $1 a year he sends a letter monthly to a young person — a Sab- 
bath school — a class — or family of children. 

They will be found of great service to Teachers, Pastors, Parents, 
Sunday School Superintendents, and others. 

Each letter is in handivriting . There is a charm and an individu- 
ality in a ivritten letter that cannot be given to a book or newspaper 
printed yV'om type. 

These letters, gotten up as a model of penmanship , become a monthly 
copy hook — teaching the beauties of Penmanship. The heading — 
Pen and Ink Pictures — Rebuses and other ornamental parts of the 
letters are different each month, and are designed to teach graceful pen 
and ink flourishes and to show what can be done with the pen. Thus 
we believe that a year's reception of these letters will be worth a quar- 
ter's schooling in penmanship. 

Each letter is on a special subject — illustrated by choice incidents, 
extracts from children's letters, and written in style and language 
suited to the young, and designed to improve the head and heart. 

They are uniform in size, so that they can be bound, and make a 
beautiful and novel volume at the end of the year. Two such volumes 
are now ready and for sale, with title page and table of contents. 
Sent post-paid for $2. 

l^^The Monthly Lette?' terms are $1 a year in advance. 
Specimen 10 cents. 

Address "LONG'S LETTER OFFICE," 

1210 Chesmit street, Philadelphia, Pa. 



LITTELL'S LIVING AGE. 

»•« 

A Magazine published every Sahirday in Boston, containing the best Revieios, Criti- 
cisms, Stories, Fugitive Poetry, ScieJitific, Biographical and Political 
Information, gathered from the entire body of English 
Periodical Literature, and forming four hand- 
some volumes every year, of immediate 
interest and solid perma- 
nent value. 

EXTRACTS FROM LETTERS AND NOTICES OF THE PRESS. 

From the late President of the United States, John Quincy Adams. 

"Of all the periodical journals devoted to literature and science which abound in Europe 
and in this country, 'The Living Age' has appeared to me the most useful." 

From the Historian, Jared Sparks. 
"I fully concur with Mr. Justice Story in his estimate of the utility and importance of 'The 
Living Age' as a valuable contribution to our literature, not merely of temporary intesrest, 
but of permanent value." \ 

From George Ticknor. 

"I have never seen any similar publication of equal merit." 

From an article in the Independent, written by Rev. Henry Ward Beecher. 

"It was a happy thought to select from this wide range of matter the best articles in every 
department, and by bringing them together in a new work, to give to the people at a very 
moderate sum, the cream of a hundred different inaccessible and expensive magazines and 
papers. This Mr. Littell has done, and done so well as to have deserved and earned for him- 
self the thanks and esteem of all grateful readers. Out of so wide a field to select with tasti? 
and good judgment requires a talent in its way quite as rare as that which produces a brilliant 
article. Of 'The Living Age' we have a complete set upon our shelves, and we find it univer- 
sally popular and useful." 

From iV. P. Willis, in the Home Journal. 

" 'Tenderloin,' 'foie gras,' are phrases, we believe, which express the one most exquisite 
morsel. By the selection of these from the foreign Reviews,— the most exquisite morsel from 
each — K)ur friend Littell makes up his dish of 'Living Age.' And it tastes so. We commend 
it to all epicures of reading." 

From the JVew York Times. 

"The taste, judgment and wise tact displayed in the selection of articles are above all praise, 
because they have never been equaled." 

From the Louisville (Ky.) Journal. 

"The amount of matter annually furnished is very large indeed, and the quality is very 
superior. The editorial department is conducted with great tact and ability. The finest arti- 
cles which appear in the foreign Reviews and Magazines and Newspapers, together with im- 
portant articles from American newspapers appear in its columns. We are glad its success is 
so great as it is; for it deserves to count its subscribers by the ten thousand." 

From the Boston Post. 

"Among all the periodicals that are published in magazine form, we know of none that sur- 
passes in intrinsic value 'Littell's Living Age.' It combines essays from the best writers upon 
all the great subjects of the day— literary, political and scientific,— with a pleasing variety of 
lio-hter topics. We venture to say that in no other form can a work of similar character be 
found of equal merit, or at so moderate a price." 

From the Springfield (Mass. J Republican. 

"We can do these among our readers who love sound and pure literature no better service 
than by referring them to this sterling weekly. It is decidedly the best magazine of the class 
published in the United States, if not in the world." 

From the Philadelphia Press. 

"The volume for October, November, and December, 1866, (being the third quarterly of the 
fourth series and the ninety-fi'rst of the whole, (fully maintains the high character of the work. 
It contains the following serials: 'Nana Balatka' and 'Sir Brook Fosbrook,' from Blackwood; 
'Madonna Mary,' from Good Words; 'Village on the Cliff,' from the CornJiill Magazine; and 
'Old Sir Douglas,' from Maxmillian. The 'Living Age,' we repeat, is a library in itself, 
worthy of its high repute." 

From a Clergyman in Massachusetts of much literary celebrity. 

"In the formation of my mind and character I owe as much to 'The Living Age' as to all 
other means of education put together." 

l3S~Published every Saturday at $8.00 a year. Sent frke of postage, by 

LITTELL & GAY, 

June 30 BEOMFIELD ST., BOSTON. 



PREMIUM OFFER. 



OL.XJB TlJ^mB&. 



For five dollar.s cash roniittod to us, we will send four copies of tlie 
'•^Maryland Educational flmirnal" for one year. 

Tkose who may be disposed to make some effort to get subscribers 
for us, will thus be able to do well for themselves too, by getting sin- 
gle subscriptions." at the regular price, and retaining $1 in $5 for 
their trouble. 

For five dollars wo will send three copies of this Journal and one 
copy of Daughaday's Pliiladelphia " Our School Day Visitor,'''' a 
first class illustrated magazine for young people, whose subscription 
price is $1.25 a year. 

Or, for five dollars, we will send three copies of this Journal, and 
one copy of " The N-ursery" a genuine child's magazine, printed -in 
Boston, at $1.50 a year. " The Nursery " is the only publication of 
its kind in the United States, and is illustrated with fine engravings to 
please the young folks. 

Similar offers we expect to make soon in connection w^ith other pub- 
lications also. 



MARyLM^DEDUCniOML JOURNAL 



SUBSCRIPTION RATES. 



Single copies, per annum $1 50 

10 copies 12 00 

15 " 17 00 



3 copies $4 00 

5 " 6 25 



20 copies, $22, Avhen mailed to one address. 



ADVERTISING RATES. 





1 mo. 


2 mo. 


3 mo. 


6 mo. 


9 mo. 


12 mo. 


One Page 

Half Page 

Third Page 


$10 00 
5 00 
2 50 


$19 00 
9 50 
4 75 


$27 00 

14 00 

7 00 


$50 00 
25 00 
12 50 


$65 00 
33 00 
17 00 


$80 00 
40 00 
20 00 



CONT JSNXS 

OF AUGUST NUMBER. 

j[The reader is iavited to turn over the pages of this number to ascertain its 
varied contents, in place of scanning a meagre table in this place.]. 



To EnrroRS : — The Publisher of this Journal begs to return his sincere thanks 
to those editors in the State who have kindly noticed the Journal, and begs that 
they will continue to lend their aid in introducing this, the only publication of 
the kind in the State. (He will gladly reciprocate.) Would like to see copies 
of ALL the papers containing any reference to this Journal, or any item of local 
school intelligence. 



.:^®*Cordial acknowledgments are also due to various friends in different 
parts of the State for material aid and words of cheer. 



On and after SUNDAY, May 5, 1867, 
three daily trains will be run between Balti- 
more and Wheeling and Parkersburg, as follows: 

MAIL TRAIN will leave Baltimore daily (except Sunday) at 8.45- 
A. M. FAST LINE will leave daily (including Sunday) at 5.20 P. 
M. EXPRESS TRAIN will leave daily (except Saturday) at 9.45 
P. M. These trains connect at Belair and Pai-kersburg for all points 
West, Southwest and Northwest. 

FREDERICK ACCOMMODATION TRAIN leaves Baltimore, 
daily, at 4.20 P. M., (except Sunday.) Leaves Frederick for Balti- 
timore daily (Sundays excepted) at 7.05 A. M. 

THE ELLICOTT'S MILLS TRAIN leaves Baltimore at 6.20 and 
9.50 A. M., and 1.20 and 5.20 P. M. Returning leaves Ellicott's 
Mills at 7.30 and 11.10 A. M., and 2.30 and 6.30 P. M. 

FOR WASHING-TON.— Leave Baltimore at 3.50, 7.05, 8.50 and 
9.45 A. M., and 3.15, 4.15 and 7.45 P. M. 

FROM WASHINOTON FOR BALTIMORE.— Leava Washing- 
ton at 7.00, 7.45 and 11.15 A. M., and 2.00, 4.30, 6.30 and 8.45 
P. M. 

FOR ANNAPOLIS.— Leave Baltimore at 7.05 A. M. and 4.15 
P. M.; leave Washington at 7.00 A. M. and 4.30 P. M. Trains 
leave Annapolis at 6.30 A. M. and 3.40 P. M. 

SUNDAY TRAINS.— Leave Baltimore for Washington at 3.50 
and 9.45 A. M., and 4.15 and 7.45 P. M. Leave Washington at 
7.45 A. M., and 4.30, 6.30 and 8.45 P. M. 

For further information, Tickets of every kind, &c., apply to J. T> 
ENGLAND, Agent, Camden Station, or at the Ticket Office. 

• JOHN L. WILSON, Master of Transportation. 

L. M. Cole, General Ticket Agent. 



EDUCATIONAL JOURIAL, 

A SCHOOL AND FAMILY MONTHLY. 




Vol. L BALTIMORE, AUGUST, 1867. No. 4. 

Personal Character as a Qualification for the Teacher. 

Part of a Salutatory Address to a Teachers' Institute, May 20j 18G7. 
PART II. 

T is an old pedagogical maxim that the teacher should be 
estimated not so niucJi by lohat he does, as hy icliat he is. 
What he is, is what he knows himself to be, — character: 
what he does, is what he wishes othez's to think he is — he- 
havior. It is of personal character, as shown by conduct, 
that we speak. This is the power which works such won- 
ders in the school. It is at once an example for imitation, 
and an impulse to imitate. It wins by its beauty, and compels by its 
force. How slow children are to learn the abstract, all of you can 
testify; how readily they appreciate the concrete, all of you know. 
To them the subjective is vague and ill defined, even with your most 
lucid explanations ; the objective is clear and well marked in spite of 
your cloudy expositions. In the teacher all the best qualities, whether 
of the person, of the mind, or of the heart, should have exemplifica- 
tion. In him there should be an embodiment of health of body, 
purity of habits, and courtesy of manner ; a personification of accu- 
racy and breadth of knowledge; of decision, firmness and patience 
of mind; incorporate chastity, honor, truth and justice; and above 
all, there should be piety towards God. When precept and ex- 
ample unite, tuition achieves its highest aim. How disgusting is 
uncleannoss, how loathsome appear the petty vices of chewing, 
drinking and smoking in the presence of a teacher neat in person 
and undefiled by tobacco or intoxicating liquor ! How weighty the 
admonition to do nothing mean, when it comes from one who is 
the very soul of honor ! How beautiful is knowledge as seen in the 
thorough scholar ! How admirable to the childish mind that order, 
6 



98 MARYLAND EDUCATIONAL JOURNAL, 

wliieli is the result of the decision and firmness of the master ! How 
salutary that punishment -which comes from strict justice ! for it is 
doubly felt — it wounds and it heals. With what force does the lesson 
against falsehood come from him who never varies from the strict line 
of truth ! What sermon can ecjual in eiFect upon the heart the few 
reverential words which the truly devout teacher utters now and then ! 
This principle has a remarkable illustration in the success of Dr. Ar- 
nold, of Rugby, as a teacher and a manager of youth. To what are 
we to attribute his success ? Not to his learning, as respectable as 
that really was : not to his disciplinary powers, as wonderful as they 
were: not to his deep piety — so admirable. It was the weight of his 
personal character. One has said of him, "His pupils believed in 
him thoroughly. There was no sham, no pretence, no affectation. 
His life exemplified all he taught. The secret of his power over his 
pupils lay in the ultimcite connection between his precepts and the 
man himself. His discourses were doctrine in action." You have 
heard and read much of object teaching — the bringing visibly and 
tangibly before the pupil the subject of the lesson. I say to you that 
you all unconsciously employ this method ; that you yourselves are 
the principal object in your schools. You are studied more closely, 
you are observed more accurately, you are discussed more thoroughly 
than all other objects. I charge you that you take care that this ob- 
ject be worthy. You set stated tasks to be conned, but I tell you 
that the lesson most thoroughly learned is that you have never assigned 
for study, yourselves. You are a living lesson, always new, always 
fresh, compared with which all others are stale, dull and unprofitable. 
Remember this — let all the graces of the teacher's character find ex- 
emplification in the teacher's life : and to this end 

"In your own hearts, let them first keep school," 

So that whether wittingly or unwittingly you may teach nothing but 
what is pure and excellent. H. 



A patriot is known by the interest he takes in common schools. 

We should teach a child the way to the well, rather than carry it a 
glass of water. 

We must agitate: for education, like a top, will fall as soon as we 
stop whipping. 

We have not only to strike while the iron is hot, but we must make 
the iron hot by striking. 

When thought is agitated, truth rises. 




A SCilOOL AND FAMILY rvIONTHLY. 99 

Theory vs. Practice. 

'f^/j HILE it is true tliat there are those teachers who do not 
I P care to be instructed in anything that pertains to their 
>)A calling, it is nevertheless also true that a large majority 
are willing to cull from all sources whatever may be of 
benefit to them. And while, again, it may be said that 
writers for educational journals should be only men or 
women of large experience and culture, yet it may never- 
theless also be admitted that something may be learnt from even the 
most humble. Hence the pages of such a journal may profitably pre- 
sent the views of all for the benefit of all, just as in a teacher's insti- 
tute the views of ail are freely spoken. If the pages of an educational 
journal could be made as varied and practical as are the remarks in 
most teachers' institutes, certainly then the lubor spent upon them 
would not be in vain. 

It will readily be apparent to all that it is not generalities but par- 
ticulare that we want — not precept alone but practice — and our friends 
who furnish accounts for publication will please to notice the impor- 
tance of presenting as much as possible detailed particulars of the 
methods of teaching as practiced by various parties. Simply to tell 
the reader, for instance, that Mr. Blank made a very interesting and 
instructive address on his mode of teaching Grammar, amounts to 
nothing. Let us have particulars. If the various methods of the 
various speakers in the several teachers' institutes that have been held 
in our State recently were written out and furnished for publication, 
there would be matter enough to fill several numbers with acceptable 
and profitable reading. All who can possibly do so will please to send 
in their plans, views, notions, and methods, as soon as possible. la 
this way a monthly Educational Journal may be made in effect a 
monthly State Teachers' Institute. Let all feel bound to contribute 
their share to the common fund. Will you, dear reader, do so"? 



Special Notices. 

1. This Journal, being commenced, must be continued — teachers 
need only to understand its true position to rally to its support. 

2. Its pages are open and free to the teachers of Maryland, and 
they are earnestly invited to consider it their journal, and not that of 
any class, clique, purty or faction. 

3. As a historical matter, we expect to present in these pages a full 
account of the action of the Constitutional Convention in regard to our 
Educational system, with the reply of the State Superintendent, &c. 




100 MARYLAND EDUCATIONAL JOURNAL, 

Drawing. 

RAWING is a useful accomplishment. Some teachers pos- 
sess it and essay to teach it. Here is an example of how it 
works sometimes : — A lad presents himself, and says — ' 'I 
would like to learn to draw." Very well, says the teacher, 
and he explains to the aspiring youth the first principles of 
the art and what he will be expected to do — to advance step 
by step from a simple copy to one more elaborate, &c., and 
that with time and patience and the aid of pencil and rubber, he may 
duly arrive to know how to draw. A sort of blank expression of dis- 
appointment, strangely mingled with disgust, settles upon the face of 
the would-be-pupil, whose visions of being able to make pictures van- 
ish in the dim distance, and ten to one he says no more about it, or if 
he begins, soon tires. "Learn to draw'' any one can who has tlie loill. 
With such there will always be a way. Copies abound on all sides, 
animate and inanimate. If pencil and paper are unattainable, a piece 
of coal or chalk will be laid under contribution. If a brush cannot 
be bought, one can be made, as Benj. West did, from the cat's hair. 
But, alas! there are few Wests and few who, like Franklin, Sher- 
man, Burritt, &c., have the innate indomitable will to he something. 
The spirit of the age is averse to patient plodding. Some want to 
have learning poured into them without any eftbrt on their part. 
They want sometimes to "learn to draw," but expect that by some 
magical precepts the teacher can at once impart the gift ; forgetful 
that anything worth learning at all, requires some effort to acquire. 



Explanation. 

Without at this time enlarging, the Publisher and Managing Edi- 
tor of this Journal, who alone has sole control over it, and who alone 
is responsible and assumes its risk as a pecuniary enterprise for the 
good of all, wishes respectfully to say that he is informed some 
friends have misinterpreted the import of a part of his "Statement" 
in last number. He regrets that he did not succeed in making him- 
self understood, but hopes the pages of the Journal will in due time 

make all right. 

. «-•« . 

J|@°'See special notices on page 99, also article headed "Gram- 
mar," on another page — read, inwardly digest — and "naught set 
down in malice." 



A SCHOOL AND FAMILY MONTHLY. 101 

Penmanship. 





)ENMANSHIP (like some other branches) is taught in a very 
tfwpractical way in many schools. Teaching anything is 
hard work, and no lazy man ought ever presume to occupy 
the teacher's position. 

To stand up for hours before a blackboard, explaining 
the principles of the science of numbers, is no light task. 
To unfold the intricacies of Gram mar to a novice so as to render the 
study at all practical and attractive, is what few do. To interest a 
class, even in Geography, where visible objects can be introduced, is 
not done by all. Spelling, or orthography, when taught without dic- 
tation exercises to be written, is notoriously unpractical. Reading is 
yet, in many schools, not taught at all, although the poor pupils daily 
advance in the readers page by page and call it reading. And so 
with Penmanship. . 

In this article it is proposed to lay down a few general and im- 
mutable principles. If the teacher could find a pupil altogether free 
from bad habits, it would be something easier to teach Penmanship, 
but as our classes have usually in many ways fallen into slovenly and 
improper ways before we take charge, we must take things as we find 
them. 

First, all agree that a correct position of the hand and pen is in- 
dispensible. Yet we are here at the very threshhold met with the 
whining "i ca?i'^," from most pupils, the moment you undertake to 
adopt new methods with them. This is precisely the point where the 
teacher is going to fail, unless he puts his foot down and inexorably 
compels implicit obedience to his demands. 

First, the position of the body must be erect — second, the nose 
must be at least a few inches from the paper — third, the head must 
not be held sideways — fourth, the hand must not be distorted into a 
club fist — fifth, the fiat of the wrist and the knuckles should be up — 
sixth, the pen must be held loosely and not gripped tightly. These 



102 MAETLAXD EDUCATIONAL JOURSTAL, 

are the primary directions. To secure perfect freedom, the wrist 
should not touch the table or desk, but the whole arm should be in 
motion. But now the cjuestion arises, how are you going to enforce 
these rules ? The answer is, hy inflexible and unsicerving jirmness ! 
If both precept and example fail — if kind words and tufts of grass 
won't do, you must "try what virtue there is in stones," or harsher 
measures. You must harness the pupil ! Put him in a straight-jacket 
if necessary — any way so as to compel him to assume and maintain a 
correct position, and to convioice him that he can w'rite better under 
your plan than under his own. Unless you do this, it is a waste of 
time, paper and ink to write at all in school. 

But just here one other remark : — -You cannot teach penmanship if 
you have anything else going on in the school room at the same time. 
One thing at a time should be the rule in the school room. The un- 
divided attention of the teacher is required here. 




Attention is now invited to the accompanying figures of positions 
of the hand, and an apparatus to compel a correct position of the hand 
— which is one method to "■harness" your pupil. We submit that 
No. 1 is not so good a position as No. 2. A long stout ruler thrust 
doAvn the back between the outer and inner garments, will compel an 
erect position. Then by compelling strict attention to the copy (and 
that a good one) there may be some hope of improvement. In the 
above figure, A is a light slender rod eight or nine inches long, with 
(B) an elastic band attached, passing over the hand introduced at C. 

Writing is drawing. Some pupils, having no eye for proportions, 
"will never become good writers or good artists, without Herculean effort, 
granting the truth of Hogarth's assertion that there is no such thing 
as genius, but that all is labor and patience ; hence with all your ef- 
fort you may not succeed in making all your pupils fine writers. But 
by following the rules here laid down, you will unquestionably greatly 
improve all, and will at least not be encouraging pupils in lazy and 
slovenly habits — scribbling and scrawling and blotting over copy book 
after copy book and dignifying such practice with the appellation of 
"learnino; to write !" 




A SCHOOL AND FAMILY MONTHLY. 103 

Memory.— No. 3. 

N this number we commence the presentation of the practical 
application of mnemotechny. It will be observed, on close 
1^ scrutiny, that for several of these dates there are two for- 
f mulas given ; this is to show that they may be varied in 
many ways, only observing to have a word or words at the 
close of each formula containing the articulations for the 
desired date. These dates may be classified into eras, or 
ancient and modern, or dates referring to the history of each country. 
Before proceeding, it will be necessary to caution all that unless the 
pupil who designs availing himself of any benefits of this system has 
been thoroughly drilled in, and has familiarized himself with the first 
lessons as given in article No. 2, it will neither be doing the system 
nor himself justice to proceed. 

Then, referring to the fundamental basis and accompanying rules, 
we will now begin by giving the application to dates of discoveries, 
dates of inventions, &c., by means of formulas, which by the power 
of association will instantly recur to the mind and secure the desired 
figures. 



The art of Printing, invented by Faust and Guttenburg, 
is in reality a tkue art. ..1441 

(The words at the end printed in small caps give the date.) 
Wood Engrardng was an invention that puts a tree to 

a SHOWY USE ... 146 

LitJiograpliy , invented by Schenefelder, is an elegant way 

to copy FACES... 1800 

(In modern dates the thousands figure may be supplied.) 
Engraving on Steel, invented by Perkins, who received for 

his services a fat fee. ..1818 

Observe how ingenious and wonderful the result : a simple state- 
ment of the fact gives the date ! 



Note — In first introducing these formulas to a class, it might prove 
fatal to your experiment to simply read them off seriatim. The better 
way is to give a brief talk, lecture or explanation about each, to fix 
attention, and explain fully what may be imperfectly understood. In 
this way it is that in the hands of an intelligent, live teacher, mne- 
motechny may be made to embrace the perfection of object teaching, 
with continually varying pictures passing before the mind of the pupil. 



104 MARYLAND EDUCATIONAL JOURNAL, 

Air guns since invented are not used to shoot a hot charge... 1646 

Almanacs first printed at Buda on paper made of rags. ..1470 

The Art of Printing invented by F. & Gr. is really a true art... 1441 
Gas first introduced in U. S. in Baltimore made night fine day... 1821 
Lottery first drawn in England, commenced a business 

STEAL A SHEEP. ..1569 

Pendulmn clocks invented — wound up huge rope. ..1649 

Post Office established in U. S. made people good and ■vyiSE...1710 

Potatoes first cultivated in U. S. on banks of. catawba...1719 

Spectacles invented Ijy Roger Bacon heathen face. ..1280 

Steam engine invented by Marquis Worcester shallop... 1659 

Steamboats invented by Fidton heavy scow. ..1807 

Wafers first made at Nuremberg used instead of a... thick seal... 1705 

yfhen watches first made at Nuremberg dear gewgaw. ..1477 

Before wire drawing invented at Nuremberg, wire was ham- 
mered with a mallet. ..1351 

Achromatic Lenses are seldom used by lovers of a gay life. ..1758 

Barometers are instruments usually found in every scien- 
tific WATCH ROOM ... 1643 

America was discovered by Columbus, who sailed there in 

vessels made of. .' dry pine. ..1492 

Camions are dreadful weapons of mars. ..1340 

Coff^ee was not at first used by people living upon public 

CHARITY... 1641 

The Litegral and differential Calcitlus is understood only by 

mathematical chiefs. ..1680 

The Cape of Good Hope is to navigators an important point 

of refuge... 1486 

The first circumnavigation, &c. was the first step towards a 

universal alliance ... 1 520 

Gunpowder is better than tooth powder to shoot a — mammoth... 1331 
The Compound llicroscope makes a mite appear like a... giant... 1621 
Electricity will never fail in a good machine to produce a... 

HUGE SHOCK... 1667 

The London Gas is now used in many a fashionable and 

fat house... 1810 
The Galvanic Fluid produces upon the body a sort of 

weak pain... 1792 
The Neivsjmjyers of France are not often read by our city... 

watchmen... 163 2 
Copper-plate Engraving gives the images of things with — 

reality... 1451 



A SCHOOL AND FAMILY MONTHLY. 105 

The Railroads of England are now in many countries 

COPIED. ..1791 
The Mariner's Compass gave to modern navigation an alto- 
gether NEW SHAPE ... 1 269 

The First Steam Carriages of England went very swiftly... 1815 

Galileo's Telescope magnified the moon but a few digits. ..1610 

The Planet Uranus has been to modern science a valuable.. 

GIFT. ..1781 

LitIiograj)hg is one of the best means to produce human 

FACES... ^800 

Logarithms are to mathematicians inexpressibly adjutoiiy...1614 

Neivton's Refecting Telescope was not larger than a. .huge gun... 1672 

Coal is now used in the palace and the hamlet... 1351 

Tohacco has millions who daily its properties eulogize... 1560 

Tea is a good help to those who with difficulty digest. ..1601 

The Steam, Engine now as a motive power greatly excel. ..1705 

Thermometers have often their mercury frozen in Canada... 1721 

Telegraphs can write quicker than any thick pen.. .1792 

The Turkeys first introduced into England were doubtless 

fatter than a lean owl. ..1525 

Lightning Rods brought upon their inventor (Dr. Franklin) 

the homage of kings... 1770 

Cop)per-plate Engraving is often used in making maps of 

the WORLD... 1451 

The Cotton Gin invented hij Whitney cleans the cotton of 

every twig and berry. ..1794 

The Fire Engine, when first used, was considered a.. huge gem... 1663 
The First Bank in England kept its money in a. ..huge bureau. ..1694 

The First steamhoat, by Fulton, could run faster than a 

HEAVY scow. ..1807 

The First Canal in England had in it many a thick lock... 1757 

The First discovery of llnejnotechny was made by Feinaigle, 

who taught a few wisely. ..1805 

Alexander p>enetrated into hidia without the advice of a 

MANIAC... 1327 

Alexander died in a drunken fit on board a man of war... 1324 

Boots were invented as a substitute for the buskin or busk 

Clocks first made at Rome twice each day struck twelve 

Morse's Telegraph can carry news as fast as the lightning's 

FIRE arrow 



106 MARYLAiS^D EDUCATIOXAL JOURNAL, 

Hour Glasses were invented at Alexandria, to mark tlie — sunny hotjes 
The Art of Making Glass was known to the Chinese, who 

used it in their . = • new houses 

London, founded by the Romans^ is now the largest city in euhope 

Saddles y^'ere frst invented that riders conld conveniently go 

on an errand 

Copper-plate Engraving invented by cutting on a plate and 

printed by being rolled 

Lithography 7cas invented as a good way to copy human eaces 

Paper was first made of cotton rags, of two sizes 

The Spinning Jenny by Arkright has made spinning dog cheap 

Watches icere first made at Nuremberg, but it is not known 

who was the , author of the gewgaw 

Printing was introduced in Mexico after conveying a press 

there in a tall ship 

The Bise of the Methodists was succeeded by meetings held 

under a tent or canopy 

The Rise of the Qualcers was looked upon by many with jealousy 

Air-halloons were first used in France, by Montgofiler, who 

thought it GAY EUN 

Algebra was introduced into Europe by the Saracens, when 

books were principally written 

Bayonets, made at Bayonne, are more fivtal weapons than jokes 

Cannons were invented to use in time of wars 

The First Newspcqjer in Europe, at Venice, gave the world 

many a joyous essay 

The First Postoffice in Europe despatcbed many a treasure 

Magnifying Glasses and Glass Mirrors can be made of new ashes 

Hydrogen Gas will burn quicker than cocoa oil 

Needles, when first made, were a sort of .- tailor's awl 

The Chronometer invented, will go exact and tick each year 

"The Cotton Gin icas invented by Whitney, to clean the cot- 
ton of every twig and beery 

Electricity , since its discovery by G-uerrick, has given many 

a person a huge shock 

The Telegraph loas invented hy Prof. Morse to save bioney 

Engraving on loood is an invention that puts a tree to a showy use 

Gunjiowder, first made by Schwartz, has often caused some noise 

The Mariner'' s Compass, ivhen first known, was used to guide 

the path of a new ship 

McAdaniizing Streets was commenced in Loudon by laying 

stones in a fine row 



A SCHOOL AND FAMILY MONTHLY. 107 

The Microscope, invented by Jansen, enabled the inventor 

to see millions of animalcule in a wash tub 

Mnemoteclmy first introduced by Feiuaigle, and if you have 

a good opportunity to hear a lecture, I would advise you to go 

3Ineinotechny first tauglit in U. S. by F. Gauraud, and will 

.soon be known everywhere 

[The application to Geography and History or to any series of con- 
nected ideas or facts, as a discourse, elements in Astronomy, Chem- 
istry, succession of kings, &c., will be given in succeeding numbers.] 




How to Conduct a Reading Class. 

LWAYS study the reading lesson yourself befoi'e calling the 
class, as much as any other lesson. The class having been 
called to the recitation-seat, let them carefully examine the 
piece to be read, studying each paragraph separately. If 
there are any words that are not understood, these are first 
to be defined by some i^upil, if possible ; if not, by the 
teacher. Afterwards, any sentence or expression, the mean- 
ing of which is not clear, is talked about and explained. Then call 
upon some one to rise and tell, in his own language, the substance of 
the piece. All of this is done before attempting to read a sentence, 
and it very frequently occupies the whole time for a recitation. This 
preparation will awaken sufficient interest to induce the pupils to study 
the lesson carefully, preparatory to the reading of it. 

In reading, the pupils are taught to express the sentiments of the 
author as nearly as possible. If the sentiment is sad, he is to try to 
use such tones as will express that feeling ; if joyous, the voice must 
express joy, and so on. If 07ie does not attain to what the class think 
is right, some one else is allowed to try, and if none of them succeed 
in doing it quite to suit, read it yourself. Then call upon the pujjils, 
separately, and never leave a sentence until all, or nearly all, read it 
satisfactorily. If one is found that can not express the sense correctly, 
have him read it with the class ; then with one ; then alone. 

Sometimes pupils are found that can never become good readers. 
It is not advisable to spend too much time with such. 

After drilliiig upon a piece until most of the pupils can read it well, 
allow them to choose one of their number to read it before the school, 
the class criticizing him when through. Of course, each one will try 
to read it lest, so that he can be chosen. Occasionally take a day for 
reviewing, allowing the pupils to choose their own pieces. 



108 MARYLAND EDUCATIONAL JOURNALj 

For tlie Young Folks ! 

.^^^"A boy fifteen years old once said to me, with an important air, 
"I went through the arithmetic three times last winter, sir; and I can 
do any sum in the hardest cyphering book you can bring." 

I did not dispute him, nor dcubt but what he could meclianically 
obtain the answer of almost any sum found in a hook, under a rule. 
But I thought he had, like many others, made figures without think- 
ing, and I asked him the following question : 

"What will twenty pounds of beef come to at twelve cents per 
pound, provided the beef is two-thirds fat f^ He hesitated a while and 
then said : ' 'If you will ' tell me what the fat comes to, I'll do the 
sum." 

I laughed heartily, for I could not restrain myself. He soon said 
to me with considerable spirit, "If you will tell me the rule it comes 
under, I will tell you what it comes to." I still said nothing, for his 
ludicrous embarrassment prevented my speaking at the instant; when 
he with great vehemence said : 

"It is an unfair sum — I never saw such a sum in the book in my 
life." 

He considered me an impertinent school master — that two-thirds 
fat he could not understand — he could not put the fat under any rule 
— he had never seen a sum that had any fat in it before. 



A Kochester urchin unconsciously perpetrated a great joke at 
the expense of his teacher the other day. . The lady was announcing 
to her pupils the holiday on the 22d of February, and asking them 
some questions concerning its observance, among others, why the birth- 
day of Washington should be celebrated more than that of any one 
else. 

"Why," she added, "more than mine? You may tell me," she 
said to a little fellow eager to explain. 

"Because," he exclaimed, with great vivacity, "because he never 
told a lie." 



'On the occasion of a shipwreck, when all efforts to save the 
vessel had failed, an old lady going up to the skipper, wringing her 
hands in desperation, exclaimed, "Oh, captain ! are we really in such 
danger?" "Yes, ma'am," he answered, "we must trust in Providence, 
now." "Good heavens!" was the pious rejoinder, ''has it come to 
thatr 




A SCHOOL AND FAMILY MONTHLY. 109 

"Old Field" Schools. 

BY A PEDAGOGUE. 

^^^^HE piece in the last number of the Journal about a countr}' 
school house reminded me of a similar reminiscence in my 
experience in "Old Virginia." 

My "academy," too, was an ancient stone structure, tho' 
in an unfinished state — with neither ceiling nor floor over- 
head, but instead some loose boards only. With commend- 
able energy and zeal I determined to construct of the said 
loose boards a close floor, and for this purpose summoned to my aid a 
neighboring "patron." We had not proceeded far with our work, 
while I was as actively as a stooping posture would allow, stepping 
about up in the loft adjusting the boards, before, happening to tread 
on the end of a short one between the joists, down I came on the stove 
and thence to the floor with a contused side and a groan. My kind- 
hearted helper was about going "to bleed" me with his pocket knife, 
when I fortunately revived sufficiently to protest against his extempore 
practice of blood-letting ! 

At my boarding house, where as a great favor I was entertained, I 
was compelled to share a bed with the plough-boy in the loft, and 
make my morning toilet out of doors. 

I mentioned a stove in the school house, and so there was, but this 
seemed to have been introduced as an improvement to keep pace with 
the progress of the age, for in one end of the house was a capacious 
open fire-place, which acted as a wholesale ventilator, insomuch that 
that winter I laid the foundation of a rheumatism which has been my 
constant companion since. 

A key to the door there was, but no lock. Instead there was a 
sliding bolt, which could be operated from outside by a bent wire, 
which said wire formed the key ! 

Time and space would fail to describe the many ingenious expedi- 
ents which I adopted to render the house more comfortable, and to 
conduct any sort of a tolerable school in so unfavorable a place. — 
"Twenty classes" to hear each day, pupils varying in age and attain- 
ments from a five year old in the alphabet to the grown man and 
woman who had "cyphered through tlie book" — these were but a small 
part of that "variety, the spice of life," which enlivened my ex- 
istence. 

I extemporized philosophical apparatus and lectured gratuitously o' 



110 MARYLAND EDUCATIONAL JOUHNAL, 

niglits to gaping crowds. I worked hard day and night, and as usual 
got into trouble for trying to benefit others and to do my duty. The 
big boys threatened to club me, and "turn me out." The neighbor- 
hood gossips circulated divers reports as to what horrible things I car- 
ried on in the school. One man cited me to court for whipping his 
scape-grace of a boy. Another abused me soundly because I did not 
whip his boy enough, and make him learn faster. Once, for a fight 
between a boy and a man pupil I had to whip the boy, and then facing 
the man tell him to submit to the same discipline or leave. He left ! 

Accommodating myself to circumstances, and endeavoring, as St. 
Paul says, to be "all things to all men," I pretended to be able to 
teach anything and everything, feeling pretty sure that if I made mis- 
takes nobody would know ! Many a man fares worse, (in more en- 
lightened doctors' hands, [and gets into his grave], by reason of 
mistakes,) worse than my scholars did in my efibrts to teach the higher 
mathematics and languages ! Many a night have I set up till long 
into the "wee short hours" studying to keep ahead of my scholars. 
Thus I kept myself from pining with ennui. 

But my first debut as school-master was such as to leave an in- 
delible impression on the mind. I was, as many another poor fellow 
lias been, through obstinacy and carelessness, reduced to my last penny, 
after having "raced the world over" in search of a phantom, and 
never dreamt of that dernier resort — school keeping — until one day 
an old man meeting me in the road, after some conversation and find- 
ing I was a pretty smart fellow, asked "Mister, can you write a purty 
good hand?" I replied that I thought I was a fair penman. "Then," 
said he, "you are the very man we want to take up a school here ; we 
haint had no school for I don't know how long, and need one a plagued 
sight." I felt as if a great dark cloud was lifted up from around me ; 
and felt like screaming "Eureka I" In short I took up a school. The 
next question asked me was, "what arithmetic do you prefer?' That 
was a poser. I hadn't seen an arithmetic since boyhood, and never 
having had, when a boy, a particular fondness for the study, owing 
to the dry and unpractical manner of my teachers, the very names of 
all authors of cyphering books had faded from my mind. So as I 
hesitated my interrogator continued— "some folks use Pike about 
here," and then I remembered, as a dream, that Pike I had used, and, 
not knowing of any other. Pike I adopted in my school, and borrowed 
a horse and rode ten miles the first Saturday to purchase a key to it ! 
I must hasten to add, however, that T soon quit Mr. Pike, and by 
study qualified myself to use abetter. 



A SCHOOL AND FAMILY MONTHLY. Ill 

But, here I have run away from my text apparently, and instead of 
writing about schools, am talking about the pedagogue. And yet I 
am not so far from my text after all, for it leads us to reflect upon the 
lamentable condition of things in the days of "old field" schools, when 
any stranger who might happen to come along, pretending to be a 
school master, was entrusted with the care of the children of people 
who would not have entrusted their hride hearts — their horses and cat- 
tle — to the care of the same individual. Happily for Maryland these 
days are gone within our borders, it is hoped never to return. 



Correspondence. 



Having received a number of the Maryland Educational Journal, 
I am anxious to read more of them, that I may, through their instru- 
mentality, be the better fitted for the discharge of those duties, the 
performance of which calls for all the wisdom, patience and love, pos- 
sible to be acquired by any and all means. 

Wisdom is gained in the school of experience, by inspiration, ob- 
servation and study, and hence one may hope to succeed who in addi- 
tion to his own experience, has thrown open to his mind the experience 
of others of his brethren who have been impressed with the responsi- 
bilities of the high and holy calling in which they are engaged, and 
who bring to the discharge of their functions a desire to find out and 
appropriate the best and most efficacious means of imparting instruc- 
tion to those committed to their charge. 

If I understand the object of your journal, it is to give this needed 
help. It is to be made the channel through which the teachers of the 
State are to receive the benefit of the wisdom and experience of the 
practical and not the theoretical instructors of the present age, sug- 
gestions as to the best mode of teaching, of study, of living. As 
such, I endorse its object, approve its design, and feel disposed to aid 
in its support. B. 



Too Late. — Many good thoughts are stifled and many good deeds 
undone — but many good thoughts come too late, when the opportunity 
to carry them out has passed. Many a kind word is unsaid, many a 
good deed undone, because it is not thought of at the proper moment; 
and many are the bitter regrets consequent thereon. 




112 MARYLAND EDUCATI.NAL JOURNAL, 

God's Plan of Your Life. 

EVER complain of your birth, your training, your em- 
ployment, your hardships ; never fancy that you could be 
something, if only you had a different lot and sphere 
assigned you. God understands His own plan, and He 
knows what you want a great deal better than you do. 
The very things that you most deprecate as fatal limita- 
tions or obstructions, are probably what you most want. 
"What you call obstacles, discouragements, are probably God's oppor- 
tunities ; and it is nothing new that the patient should dislike his 
medicines, or any certain proof that they are poisons. No ! a truce 
to all such impatience ! Choke that devilish envy which knaws at your 
heart, because you are not in the same lot with others ; bring down 
your soul, or, rather, bring it up to receive God's will and do His 
work, in your lot, in your sphere, under your cloud of obscurity, 
against your temptations ; and then you shall find that your condition 
is never opposed to your good, but really consistent with it. Away, 
then, with all feeble complaints, all meagre and mean anxieties! 
Take your duty, and be strong in it, as God will make you strong. 
The harder it is, the stronger, in fact, you will be. Understand, also, 
that the great question here is, not what you will get, but what you 
will become. The greatest wealth you can ever get will be in your- 
self. Take your burdens, and troubles, and losses, and wrongs, if 
come they must and will, as your opportunities, knowing that God has 
girded you for greater things than these. Oh! to live out such a life 
as God appoints, how great a thing it is ! — to do the duties, make the 
sacrifices, bear the adversities, finish the plan, and then to say, with 
Christ (who of us will be able?), *'it is finished !" 



Intemperance. — Carefully compiled statistics show that sixty-thou- 
sand lives are annually destroyed by intemperance in the United 
States ; one hundred thousand men and women are yearly sent to 
prison in consequence of strong drinks ; twenty thousand children are 
yearly sent to the poor house for the same reason ; three hundred mur- 
ders are another of the yearly fruits of intemperance ; four hundred 
suicides follow these fearful catalogues of misery ; two hundred thou- 
sand orphans are beq.ueathed each year to private and public charity ; 
two hundred million dollars are yearly expended to produce this shock- 
ing amount of crime and misery, and as much more is lost from the 
same cause. A convention of the friends of temperance is called to 
meet in Ijaltimore on the 27th August. 




A SCHOOL AND FAMILY JOURNAL. 113 

An Abstract 

O/" the Proceedings of Second Annual Convention of State Teachers' 
Association, Annapolis, July 9, 1867, 

AS REPORTED BY THE PUBLISHER AND MANAGING EDITOR OF THIS JOURNAL. 

GOODLY numbei' of Baltimore and other school ladies and gentlemen 
had a pleasant trip on board steamer Highland Light to the ancient 
city, where they were met by other delegates and made welcome to 
the Halls of St. John's College by Rev. Dr. Nelson, President. 

In due time the meeting was called to order — proceedings of last 
meeting, constitution and by-laws read — announcements made, and 
other informal business transacted. Whereupon the regular order 
of exercises, as prepared by the Executive Committee, was proceeded 
with, consisting of, Jirst, an address by Rev. Dr. McJilton, Superintendent of 
Baltimore city schools, on '^Tke Representalive Teacher^' — in substance as fol- 
lows : — 

Dr. M. said that in one sense all teachers and people are representative — the 
term expressed an indefinite relationship. The teacher was equal to the minis- 
ter. The character of the people is in the hands of the teachers, while thev 
work without the honor of being characterised as a profession. The medical 
profession in this State was once in the same condition, but they made legisla- 
tive application, organized and obtained the right of giving diplomas. The 
same should be done for the profession of teachers. We want an incorporated 
institution to give diplomas. If this were done, we might then find the repre- 
sentative teacher wanted. In this connection there has never yet been made 
that classification of the human mind such as is necessary. This may seem 
metaphysical to some who are afraid to think of these things. The subject does 
not receive proper consideration. 

When Dr. Arnold took charge of Rugby College he was asked how many pu- 
pils were necessary to its success. He replied, it is not necessary how many, 
but it is necessary that they should be christian g??atlemen. We place mental 
training first — religion and gentlemanly conduct subsidiary — thus ,doing one- 
third of our duty only. Impossible to attain to what we should without attend- 
ing to all three. It requires more than book-knowledge to impart knowledce 

real, practical knowledge. Other matters are incidental If the teacher at- 
tempts to teach even the decalogue, he is liable to be accused of sectarianism ; 
yet is advisable to introduce this subject more in the primary schools. The 
true representative teacher should not be selfish. If this subject were properly 
considered, we could make more rapid advances. Intellectual development is of 
little importance without the moral. Children are too often suffered to run at 
random. Parents complain of teacher's discipline. If this is allowed to con- 
tinue, the teacher cannot make the proper development. The teacher's ofiSce is 
an unthankful one, but the true representative teacher may so act as to avoid 
the rod. ^ 

Dr. Arnold nt Rugby succeeded an old gentleman named Wool. Wool used 
the rod; Dr. Arnold did not. The old gentleman had a tower built in which 
to iflog hia pupils. Lord Littleton passing by, heard the cries of the whipped, 



114 MARYLAND EDUCATIONAL JOURNAL, 

and afterwards said that everything was sparingly administered at Rugbj' ex- 
cept the rod. Dr. A. changed all this, and Rugby flourished. 

Character should be developed more. Children are too much taught that 
they are free, and they too often use it to their own detriment. Under a dif- 
ferent state of things we may find the ideal representative teacher. 



Next in order followed an address by Prof. Wm. Logan Baird on ^^The so- 
called analytic method of teaching." 

Prof. B. opposed the use of the so-called analytic method in primary schools. 
A full account of his logical argument is, however, deferred for the present, aa 
he has promised us a revised copy of his remarks for publication. 

At this stage of the proceedings a motion was made to adjourn the Conven- 
tion to Baltimore, which was lost, and after some agreeable sparring and a 
recess of ten minutes, the third subject in order was introduced by Rev. Dr. 
Nelson, viz : "The duty of (he State with regard to higher Education," who spoke 
with great animation and eloquence. 

Dr. N. said all admitted the duty of the State to Education generally — and 
the State was bound to care for the bodj^ — for the prisoners — for penitentiaries 
— but there was a higher and nobler care in the mind and soul. All feel, when 
standing before some gigantic asylum, overawed by what society has done for 
the suffering, but true, solid, thorough education does more than all this to pre- 
vent suffering — especially mental or cerebral suffering. He believed that if we 
had true teachers there would be less suffering — our jails less crowded, and many 
more be led in the path of life. He eloquently argued that it was the true policy 
of the State to educate in a higher sense — not glare and tinsel, in disregard of 
true principles and true practical life. Some admitted it to be the duty of the 
State to educate the people, but their ideas of education extended no higher than 
to be able to read and write. It might be better for all to read the newspapers 
less and thorough treatises mo-re. True education leads the heart upward to 
something nobler and higher than searching in the dust for money. He advo- 
cated a higher education. To be able to read the old classics was noble. To 
read the story of Penelope and Andromeda and the grand old epics in their 
original, and not the mere reading of Latin and Greek, but the imparting of 
intellectual food to both male and female, and he made no distinction between 
them. 

The State is bound to attend to the higher culture of the mind and soul. 
Examine the utilitarian purposes of this. Isn't it the duty of those who have 
means to provide for the education of others ? He bad heard a gentleman say 
that the Baltimore city schools were a swindle, because they taught the higher 
branches, the — ologies and such nonsense ! If the State is bound to take care 
of society, isn't it bound to educate fully and to awaken those celestial fires that 
smoulder in the soul? Allusion was then made to a now prominent gentleman 
in Baltimore, who was once a vender of vegetable ivory toys, but who by edu- 
cation was elevated. Just think of everybody being cultivated and thoughtful ! 
There would then need to be no weighty bulwarks, no guns to belch forth de- 
struction, but virtue would reign and we would need notliing but faith in God 
and charity towards all mankind. 

Next followed the "Inaugural Address" by Prof. T. D. Baikd, Principal of 
Baltimore City College. 



A SCHOOL AND FAMILY MONTHLY. 115 

One 3-ear ago a few organized this association, and the largely increased in- 
terest justified anticipating successful results. It is necessary to define what we 
propose to do. The general purpose of this association is to increase the interest 
of teachers in some way or other — to advance the interest of the teachers in the 
State. The precise means for this not so clear. What, then, is the position of 
the teacher in Maryland, as compared with other States, and to education it- 
self? At this time education is in the mouths of al! — it is a prominent subject 
—but how much attention has been turned to the teachers? Who has applied 
to them for ideas really advantageous to the educational interests of tlie State? 
Turn your attention to other departments of professional skill, to whom do you 
look for advice but to those who have experience, and whose practice enables 
them to stand fully abreast in their own consciousness in all that is known, and 
to direct wiselj^. It is strange to look to outsiders for ideas and measures. Yet 
in regard to education it is supposed to be so simple a subject that any man in 
anj' department of life is f«lly qualified to handle it. Teaching is not a profes- 
sion requiring but little knowledge- — but this is overlooked by our Legislators, 
•and they handle a subject which should be approached with reverence and awe, 
with th-e greatest familiarity, without consulting with the skillful teacher, who 
alone is able to instruct. What should be the position of the teacher? He 
should be consulted,, and no educational laws passed without the approbation of 
skillful and experienced teachers. 

In St. Louis, which boasts of an excellent system of education, that system 
is entirely the product of the minds of the teachers. 

Education will never advance much till the teachers' position is asserted and 
acknowledged. All professions combine, and there is strength in union — so 
the teacher must do the same to realise his true position. And associations of 
teachers are higher than a mere trades union. Education cauEot progress when- 
ever the teacher is held in low esteem and overlooked. The teacher is the sj'S- 
teni. Bad teachers make bad schools, no matter how perfect the system. The 
teacher makes the school — hence any system that improves the teacher is the 
■system which will advance the cause of education. 

How can this association do this? First, by bringing the teachers together in 
the eye of the public, that people may look on us and see v/hat manner of peo- 
ple we are. Next, by inspiring that increased confidence, mutual respect, self- 
reliance, manliaess, courage, so Jiecessary in any profession. Next, keep their 
own mittds alive by interchange of views, and sympathies. This association 
not expected to act on its own members solely — must be aggressive, audibly and 
bj' publication— let their peculiar thoughts reach the public. 

Teachers must make educational progress ; if they do not do this, you may 
build up or tear down systems ia vain. 

Fellow-teachers, we take a pleasure in associating, and let us all, notwith- 
standing all discouragements, come to the understanding that we have a vitai 
interest, and bind ourselves by an inward vow to stand by and support the as- 
sociation—not as a political but an educational agency, attacking the minds 
and intelligences of men. Secure the respect, co-operation and good will of 
the people of the State by enlightening them in this great truth, that progress 
in wealth can only be secured by that intelligence which will place our citizens 
on a par with the people ef other States. 



116 MARYLAND EDUCATIONAL JOURNAL, 

Next followed a Discussion by Prof. Lovejot, of Baltimore Citj' College, and 
others, on " What means should be employed to secure good attendance at school." 

Prof. L. thought that teachers can do something to promote good attendance, 
both out and in the school. It is a heinous offence to stay away from school, 
and there ought to be some way to convince people of this, and compel attend- 
ance. 

Communicating with parents, missionary work, pastoral visitation, would 
have a good effect, as many would be surprised to find the teacher manifesting 
an interest in their children. Some teachers have a happy personal popularity 
which attracts. Good discipline will aid in making school popular. Don't 
scold ! Discourage outside interests. Employ all your ingenuity in contriving 
to interest. Lecture on punctuality by citing agreeable incidents — take time to 
impress it — illustrate intelligently — get up the pupils' pride, and that they share 
with you responsibilities, &c. 

Prof. Newell, of State Normal, thought that the subject applied as well to 
country as to city schools. 

Mr. Gallagher, of Kent, in his experience bad fallen back on penalties to 
correct the evil. 

Mr. Farquhar, President of Montgomery county, stated that in visiting his 
forty schools he had noted comparison between the number on the list and the 
actual attendance, and found about 62 per cent, to be the average attandance. 
He believed one-third of the registered children in the State absent from the 
schools. He had found a difference in schools as to attendance. 

Iii schools where amiable and pleasant means were employed, at same time 
insisting on order, where encouragement was given to pupils for positive good, 
rather than the odious way to drive out evil, the attendance was good. In one 
such school four-fifths attended regularly of their own choice and could not be 
kept away, and this not owing to personal popularity of teacher, but to such 
adjuncts as pleasant treatment, music, singing, &c. In another school where 
the teacher complained of bad attendance, he found it was owing to a harsh and 
sneering (of all ways the worst) mode of correcting. Make schools pleasant, 
and you will have a good attendance; but it can only be done by tasking your 
ingenuity, and calling into requisition all the power and soul. 

Mr. Trainor, of Baltimore county, believed in moral suasion — exhibitions — 
music, but all depended on the teacher. A lazy teacher would make a lazy 
school — an energetic teacher a good school. 

Mr. Mendenhall, of Calvert, was actuated in his course as teacher by the old 
line " Let love through all your actions run." Advocated the suaviter in mode, 
without ih^forliter in re. Never had used the rod but once, and that was on 
the urgent demand of a parent to " lap " his Joe for truancy. Made Joe pull off 
his coat in the vestibule, (and he wouldn't teach in the house until it had a ves- 
tibule, ) in private, at the noon hour, gave him a good lecture and good thrash- 
in"', and Joe has been regular ever since from fear 1 although the deficiency of 
his home moral training appeared too manifestly, when on the first blow of the 
rod, he declared, with a rueful face, " there, now, you have burst my bile," 
when he hadn't the sign of a boil about him I Mr. M., though living near the 
school-house, rarely goes home to dinner, but remains to care for the morals of 
the pupils during the hour of recreation, and would generally have a good at- 
tendance if Providence would only fVivor with the right kind of weather. 



A SCHOOL AND FAMILY MONTHLY. 117 

Wednesday, July 10th. 

Association re-assembled, first in order on the programme being an address 
by Prof. Geo. S. Grape, of St. Timothy's Hall. He chose for bis tlieme " The 
DullFupiL" 

Thought teachers were to blame in many cases for the dullness of iiupils. 
Pupil should be encouraged to believe in his own powers. Teacher must have 
faith, and show no signs of discouragement. Enforced the importance of thorough 
teaching in the elementary branches, and the evils of pushing pupils too 
fast, &c.. 

Prof. Westlake, of Baltimore City College, followed next on ^^ English 
Grammar .^ ^ 

Two things were necessary to teach any branch successfully : to understand 
v/hat is to be taught, and to have an efficient method to teach. Reminded that 
English Grammar was not Latin Grammar, as some writers would appear to 
imagine. Some have said that an English Grammar has not yet been written. 
Certainly many books on English Grammar are indifferent or worthless. Prof. 
W. could not see the force of saying that it is best to study Latin Grammar be- 
fore English Grammar. Much said about the value of the classics as a mental 
discipline, and while not opposed to the study of ancient languages, thought the 
English afforded as different, and perhaps, more practical discipline, and those 
who are preparing for business onlj' could employ their time more profitably. The 
relative importance of Latin is overrated, in that while a certain copiousness of 
language may be thus attained, the pure Anglo-Saxon words are most powerful, 
and used by the best speakers. Nine-tenths of the time spent in the study of the 
classics in a manner thrown away. The study of Philosophy and other English 
branches affords as good and more practical training. Prof. W. spoke of the 
mental discipline derivable from Grammatical analysis, which some would have 
to take the place of parsing, but both should go hand in hand. Important to 
teach thoroughly and not attempt too much — one thing at a time, and the oral 
method preferred. Teachers should strive to develop thought, rather than trust 
to mere memorizing. Uniformity of style in parsing, and the (L\itj of insisting 
on the use of correct language by the pupil enjoined. And as to books, it may 
be advisable to follow a text book in primary classes, but should endeavor to 
rise above the text books. He closed by giving a complex example of analysis. 

In replj' to a question as to what text book he would prefer. Prof. W. was 
understood to say that no one text book came up to his standard — he would ad- 
vise to consult several. Green's was good, but too full, and not advisable to 
use in class. 

Prof. Newell, of the State Normal, as Chairman of Committee on Resolutions, 
here introduced a resolution, which was unanimously adopted, in effect as 
follows : 

Resolved, That a committee of five members of this association be appointed to 
memoralize the Constitutional Convention, and to embody in their memorial the 
following points, viz : 1. That the educational interests of the State require a 
uniform system as the only means by which the masses of the people can be edu- 
cated. 2. A general school tax to be provided by organic law as the best guaran- 
tee that a State system will be maintained. 3. Thorough supervision, necessary 
to make any school system effective ; and to provide for the professional educa- 
cation of teachers within the limits of the State. [See memorial in full.] 



118 MARYLAND EDUCATIONAL JOURNAL, 

After a short recess, the GoTernor and Lieutenant Governor of the State, 
having- previously been waited upon and invited to visit the association, ap- 
peared. 

The Chairman welcomed the Governor, and introduced him in a cordial 
manner, referring to the resolution just passed. 

Gov. Swans, in response, said that there was no position more useful, honora- 
ble, or practical, than this association of public teachers. He had always taken 
a deep interest in popular education, in fact, took such an interest in the subject 
as to consider it a privilege to lend his influence in trying to perfect it. Mary- 
land was a great State, though a small one — was making gigantic strides, as we 
all know, and must have at the helm enlightened men. That dut}^ devolved on 
the teachers, who control a power they are not aware of. There might be some 
little confusion just now among iis about popular education, but if there is any- 
thing fixed and established, our educational system must be progressive at what- 
ever cost. If the present system not perfect it may be improved, but the people 
want to see all educated. A proper feeling on this subject is becoming perma- 
Bent, and it would be a source of mortification if we should be found laggards. 
On popular education, there was but one opinion in the State, and he offered his 
sincere congratulations, and wished the association God speed in their efforts. 

Lt. Gov. Cox was next introduced. It was eminently proper for the teachers 
so to meet in convention in the presence of the collected wisdom of the State; 
neither was it matter of indifference to members of the Convention that this 
association had convened. They understood that there were some things more 
important than armaments and laws, ^'hy have other free governments in the 
past gone down ; were thej' deficient in laws ? and yet they are gone as a school 
bo}-'s tale, or the vision of an hour. And is there nothing in this to teach us to 
reflect. How shall these mischiefs be prevented ? only by popular education. 
In the rapid spread of our institutions, error and crime have extended hy popu- 
lar ignorance ; millions are without information. What's the remedy ? Edu- 
cate ! Education is a duty and a right, and he who resists the progress of 
education is a demagogue. None dare to make a crusade again:jt it. He envied 
not the man who can make capital out of such a cause; and concluded by con- 
gratulating the association on the present system of education, as having advan- 
tages over all other systems. No State has a system which in so short a time has 
done so much good. Much is due to our excellent Superintendent, but also to 
the school officers, and lastly to the teachers themselves, who are after all the 
gist of the whole system. 

At this stage of the proceedings a committee appeared from the State Consti- 
tutional Convention, bearing an invitation to this association to visit the Con- 
vention in a body, at such time as may be convenient. 

Mr. Barnes, Chairman, assured the association of the good feeling and deep 
interest felt by the Constitutional Convention in the cause of education. The 
members of the Convention were committed to public education, and their hearts 
are in the great cause. 

Messrs. Gaeet, Nelson and Tarr, of same committee, also added a few re- 
marks,- and the latter stated that he did not wish premature judgment to be 
passed on the Convention in this matter. 

The association then, on motion of Prof. Elliott, voted to convey to the Con- 
vention their hearty thanks, and that the invitation to visit be accepted. 



A SCHOOL AND FAMILY MONTHLY. 119 

Mr. Miller, of Montgomery, presented the following resolution, which gave 
rise to some remark, but was finally passed : 

Resolved, That the committee to Convention be instructed to request the action 
of said Convention to be so modified as in no possible contingency to leave the 
State without a school system. 

Dr. Nelson, of St. John's, here rose exultingly, and said that he considered 
this the proudest moment of education in the history of Maryland, in the fact of 
the Constitutional Convention thus recognizing this power. 

Dr. L. Van Bokkelen next addressed the association on "On the development 
of the jyercejitive faculties," which remarks will be given in these pages in full 
hereafter. 

Thursday, July 11th. 

Convention re-assembled. 

Discussion — " Should the Rod be used, and for ivhat offences? " opened by Prof. 
Leakin, of State Agricultural College. 

Prof. L. — all teachers were forced to think on this subject, and, of course, there 
were various opinions — it was a valuable institution to some teachers. His own 
opinion was that the rod could not be dispensed with altogether, but should be 
used as a last resort, and as a punishment essentially necessary for great crimes, 
should not be used for dullness or want of success in recitations, but only for 
moral offences — including indolence persisted in — not trying. Sometirnes from 
the bringing together so many scholars, some of virtuous, some of vicious pa- 
rents, it w;is impossible to preserve the required good order v/ithout the rod. 
Teachers were themselves sometimes in fault by provoking the antagonism of 
scholars by their own uncontrolled passions and want of sympathy. Some 
schools seem to require the rod, children used to it at home. Considered it dan- 
gerous for a teacher to announce that he intended to govern without the rod — 
should be held in terrorum! There was also a difference of opinion as to how 
the rod should be used, if at all, whether publicly or privately, circumstances 
sh(fLild decide. He would say that for gross, well known public offences, he 
would whip before the school, for doubtful offences in private. Punishment in 
the school should be governed by the same law as in the State, i. e. not merely 
with reference to the offender, but for the general good. 

Mr. Farqchar, of Montgomerj-, said he had this morning met in these college 
grounds a curly headed boy, with bright eyes and joyous face, and he had thought 
what connection could there be between that child as to his becoming a man, 
and whipping. It was not nature's way, and we should follow natui'e. Nature 
punishes 'tis irue those who trangress her laws, but in a different way. But he 
would take higher grounds and assert a substitute for the rod that would answer 
in all cases. Our Almighty Father has given us a doctrine in conquering the 
world — by love. Now if the world can be conquered by love, cannot innocent 
children all be subdued in the same manner? All admit that thfe rod has been 
used too much, and that the nearer our schools and school governments approach 
to perfection, the less the rod may be used; we should, therefore, set up a high 
standard and aim at that perfection which will render whipping unnecessary. 
The command to govern by love would not have been given if it had not been 
practicable. At a late teachers' meeting in Massachusetts, Prof. Agassiz stated 
that he had taught for forty years and never whipped. In one of the largest 
schools nearer home — Prof. Hallowell's in Alexandria — the rod was first used, but 



120 MARYLAND EDUCATIONAL JOURNAL^ 

for several later years not. All experience confirms the opinion that the use of 
the rod is a relic of the barbarous ages, and as we advance in refinement it must 
cease to be used. He deprecated the idea advanced by the first speaker that the 
temper and frame of naind of some teachers compelled them to whip. Was it 
right to make children suffer for their want of self-control ? Self-control first 
necessary qualification of a teacher, and with this can control others by love. 

Mr. Mendbnhall — a question or two : When you whip a boy are you j-ourself 
not the whipped party? He forgets it in an hour or two, while you feel sore 
within. He once took charge of a school in Virginia, and after having taught 
some days, was met by one of his patrons, who sternly accosted him with " Men- 
denhall what have you done to my boy ?' ' He was frightened, and replied he had 
done nothing. "Yes you have," says the man, "when the other man taught 
here, and we wanted to find the boy, we had to hunt for him all over the place, 
but now when we want him, we know he is at school." He had governed by 
the law of love. It may be said when looking at a boy entering the school, 
with an innocent, smiling face, that there is hardly anything bad there — but 
there is a lurking devil within him, and j'ou must either rule him or he will rule 
you. It is possible to get along without the rod. Whoever whipped a girl. 
(I have, said some one.) I would rather go to the penitentiary than whip a girl. 
A certain boy came to my school once, picking quarrels and making disturb- 
ances. I told him he would have to quit, or I might have to whip. I prepared 
a stick, and after due admonition, offered it to tlie boy and told him to whip 
me. It cowed him, and I had no more trouble with him. 

[At this stage of the proceedings it was decided not to visit the Constitutional 
Convention formally in a body, but to respond to their invitation by a note from 
the President.] 

In the absence of Prof. Deshiell, who was to have spoken " On the necessity 
of studying the classics in order to understand the English Language," Dr. Nel- 
son asked unanimous consent to be allowed to saj^ a few words on same subject. 

Dr. Nelson was a strong advocate for the study of the classics — he, however, 
agreed with Prof. Westlake in the power of the English language as an element 
of culture — it was the highest language ever produced — not so beautiful as the 
Greek, not so musical as the Italian, not so soft as the Spanish, not so strong as 
the German, yet considered the Latin language essential to the fullest understand- 
ing of the English. Our Bible translation was the most perfect specimen of 
sterling old English — in the first Psahn there were only two or three Latin 
words, in the Lord's Prayer only two — all others thoroughly Anglo-Saxon 
words. He admitted all that, but needn't tell you that the persons who trans- 
lated that Bible were able to use those words, because they were perfect Latin 
and Greek scholars. A knowledge of these languages was essential to the study 
of English Gi'ammar, great advantage in explaining to the pupil how the word 
7ioun was derived from nomen, and so with other words. And many words in 
popular use derived from Latin. The English language cannot be thoroughly 
understood without the Latin, because it is not a rivulet but a broad stream. 
The English is the queen of languages, to which the Latin and Greek are useful 
and beautiful serviters. That which enabled old scholars to help to compose 
such splendid translations was their nice and delicate perception of the use of 
words derived from a knowledge of the classics. As for instance, the \voxApe7ina 
may mean a feather, a quill, and many other things, requiring study to discrim- 



A SCHOOL AND FAMILY MONTHLY. 121 

inate, so this necessity of study is the ground on which he stood as an advocate 
for the Latin. He admitted that Anglo-Saxon words were strongest ; but we 
can only arrive at their use by the study of the classics. Three-tenths of the 
words in English language are Latin, therefore unless you teach the pupil Latin 
he must forever remain in ignorance of the full meaning of all those words. If 
a boy had only one year to spend in study he would put him in Latin for two 
reasons, because so much of our tongue is Latin, and he is studying something 
which gives him trouble to learn. That which is easily learnt is generally not 
worth much. The reason why so few persons appreciate the classics, is they 
don't go far enough. 

Prof. Westlake rejoined. The theory of Dr. N. seemed plausible, but he de- 
sired to raise a question of fact as of theory. It is a deplorable fact that the 
study of the classics in most of our colleges does not produce the results which 
bis theory would indicate. Two-thirds of the graduates were scarcely able to 
read their own diplomas, and college graduates notoriously make mistakes in 
writing English. 

Prof. Newell wished to ask whether boys in the Baltimore City College, who 
took the English course alone, were better English scholars, or better mathe- 
maticians, or better gentlemen than those who took the Latin course, and were 
those who studied English and Mathematics, or those who studied Latin and 
Mathematics, the best mathematicians. 

Profs. Lovejoy and Elliott seemed to think that, although there were excep- 
tions, those who never studied Latin were in general deficient, and those boys 
give greater satisfaction who take the classical course. 

Mr. Farquhar referred to the many well written books by ladies, who did not 
generally, he supposed, study the classics, as an argument that the English lan- 
guage co.uld be well understood without the others. 

Prof. LovEJOY said gentlemen were right in claiming much for the classics, 
but they were not necessary to the study of English. Could not believe it true. 
Not the way to learn the English language. Let us honestly advocate our own 
language, and it was time we had professors of English as of Latin in our col- 
leges. By studying a book of synonyms we can do as much as by Latin. It 
was a roundabout way to study English, and he was tired of this protest that 
men must study Latin. 

[This closed the business of the association — the last and perhaps most im- 
portant subject in the programme, "to what extent should moral instruction be 
given in our schools," being omitted for want of time.] 

The fixing upon the time and place for next meeting was left to the Executive 
Committee. 

The following officers were then elected for the ensuing j'ear : 

President, Eev. Dr. Nelson, of St. John's. First Vice-Presiderd, Wm. R. 
Creery, of Baltimore. Second Vice-President, H. L. Mendenhall, of Calvert, 
Recording Secretary, A. F. Wilkerson, of Baltimore. Corresponding Secretary, 
Wm. Gallagher, of Kent. Treasurer, Alex. Hamilton, of Baltimore. Executive 
Committee, Messrs. Baird, Newell, Elliott,' Mills and Trainor. 

The thanks of the association were then unanimously voted to Dr. Nelson 
and lady for their efficient efforts to render the meeting comfortable. 

A vote of thanks was also passed to the officers and men of the Naval Academy, 
and to Mrs. Beale, Thos. N. Pindell and all others who in any way contributed 



122 MARYLAND EDUCATIONAL JOURNAL, 

to the comfort of the members. Also to the officers of the association — to those 
"n^ho delivered addresses — to the Individual Enterprise line of steamers, and to 
the Executive Committee. 

Agreeable Episode. — A beautiful mantle clock having been brought in and 
placed before the President, Prof. Creery, of Baltimore, rose and addressing Dr. 
Nelson, said in substance as follows : — 

As the happy recipients of your kindness of heart, ■^ve desire to express in 
some small measure our appreciation. One year ago in Baltimore this associa- 
tion agreed to meet in Annapolis, You were apprised of this determination, 
and responded with noble munificence. You offered to entertain all ladies free 
of charge. This and all your promises have been more than fulfilled. We 
have the hearts and generous influences of men and women, and wishing to 
show that we have such feelings, now come to present this beautiful time-piece, 
and trust it will be received as a very small mark of our esteem for your noble 
self-sacrifice. We thank you for all your kindness. As the passing hours of 
this clock are passing away, so we must one day all give an account for our ac- 
tions. Words fail to give utterance to the sentiments of the Maryland State 
Teachers' Association. 

Dr. Kelson, much aroused, could only, with deep feeling, return his sincere 
thanks for this more than kindness. 

Dr. Baird then congratulated all on the successful result of second meeting of 
the association, and declared it adjourned. 



Memorial to the Constitutional Convention. 

Annapolis, July 10. 
To the Honorable Conslitidional Convention of Maryland: 

The Public School State Teachers' Association, now in session in this city, 
believing that an expression of opinion from the Teachers of the State on the 
question of Public Education would be acceptable to your honorable bodj-, have 
by a unanimous vote directed the undersigned to memorialize the Convention, 
and most respectfully to make the following representation : 

First. — That in the opinion of this association an efficient State system of 
education is the only means by which the blessings of good education can be 
secured to the masses of the people. 

Second. — That in order to establish and maintain a system of Public Instruc- 
tion worthy of the State of Maryland it will, in the judgment of this associa- 
tion, be necessary to insert in the organic law of the State a provision for a 
general school tax — for unless such a constitutional tax is provided, the whole 
question of free public schools will be left to accident or to the varying judg- 
ment of successive legislatures. 

Third. — That there is a possibility, however remote, that tmder certain con- 
tingencies the public schools of the State ma}" be closed in the spring of 1868. 
Your memorialists, therefore, most earnestly praj' your honorable body to take 
such steps as will ensure that the schools shall be kept open until the new sys- 
tem contemplated by the new constitution shall be inaugurated. Your memori- 
alists believe that such a measure will be gladly received by the people, and will 
be but simple justice to the children of the State and their teachers. 



A SCHOOL AND FAMILY MONTHLY. 123 

Fourth.— Thut in the opinion of this Convention a thorough system of super- 
vision is necessarj' to render any system that may be devised effective. 

Fifth.— That as it is unworthy of the dignity and inconsistent with the in- 
terests of the State of Maryland, to be dependent on other States for a supply of 
teachers, it is necessary to provide for the professional education of her own 
teachers by normal schools and other agencies within her own borders. 




Aritlimetic. 

)INCE the days of Jess and Dabold and other authors, we 
have, (in these days of mammoth publishing houses, that 
understand so well how to cram new books down the throats 
of the dear public,) many good arithmetical books, and yet 
it seems, after all, that none are so perfect as to dispense 
with the necessity of explanation from the living teacher, 
armed with chalk and blackboard. Many new and curious, 
and often more curious than useful, methods of performing certain 
operations in numbers are given, but yet it appears that in the actual 
matter-of-fact knowledge of imparting facility in the use of the funda- 
mental rules of arithmetic, upon which all else depends, and without 
a thorough proficiency in which all beyond will be but laborious irk- 
someness, very little advance has been made. 

Books of "mental arithmetic" are an advance in the right direction, 
but even these do not relieve from the necessity of patient and labori- 
ous illustration on the part of the teacher. WitJi this, arithmetic may 
be made an attractive study, without it, to a large majority of pupils, 
it will continue quite the reverse, and all sorts of ingenious dodges 
will be invented to shirk the mastery of its principles — so as to "cipher 
through the book" and still remain ignorant of the science of num- 
bers. It is proposed in the pages of this Journal to present a series 
of practical articles on this subject. 



The Teaciieu's Excyclopedia. — Teachers, as a class, cannot pro- 
vide themselves with encyclopedias, or such other books of reference 
as would aid them in their labors, but in the latest edition of Web- 
ster's magnificent Quarto Dictionary they have a worthy substitute. 
Whenever I meet teachers in their associations or institutes, or in pri- 
vate, I earnestly present to them the great advantage they would de- 
rive from having this work near them. It will tend to make them 
accurate, while the definitions and illustrations will suggest many new 
ideas for elaboration among their pupils. — IF. 7?. White, State Sit- 
perintendent of Free Schools for W. Virfa. Wheeling, Mar. 21, '66. 




124 MARYLAND EDUCATIONAL JOURNAL, 

Allegany County Normal. 

S the morning breezes are wafted from the east to the west 
of our State, bringing on their wings the song and spirit of 
success from Kent, Queen Anne, Caroline, Talbot, Somer- 
set, Worcester, Montgomery, Howard, and almost from 
every nook and corner of the State, Allegany takes up the 
swelling chorus and speeds it onward with words of cheer- 
fulness and encouragement to the friends of the best Public 
School system ever devised by man. 
Allegany has no Institute to report yet, but it has the record of 
having that which is no less worthy — the record of having the first 
County Normal School in the State. A few months ago it was deter- 
mined to try the experiment, although we were told by many that our 
Normal would prove a failure — that Allegany was not yet prepared 
— that our young men and ladies would not avail themselves of the 
school. But, what is her report ? The school opened with near one 
hundred pupils in the two departments, Model and Normal. Twenty- 
one young ladies, and twenty-eight young men, were found to enter 
the Normal classes, most of whom will be good and efficient teachers. 
The session closed June 28th, with highlj^ literary exercises, to a 
crowded house, and an audience that duly appreciated the performances, 
which was apparent by their frequent applause, and the profusion or 
shower of bouquets which greeted the performers. 

To the credit of the school be it said, that it had classes that would 
have done honor to any State Normal, not only in the branches gen- 
erally taught in our common schools, but the higher branches. 

It has been truly said by the citizens of the place, "that a more 
noble, more respectable class of young men and ladies, were never be- 
fore assembled in any place." 

Sometimes a feeling of a want of sympathy from some portions of 
our community in behalf of our enterprise, and the innovation of 
such a school in our county, made us feel somewhat desponding. Suc- 
cess, however, crowned our efforts, and onward and upward shall be 
the watchword of Allegany. James M. Shober, 

Pres. of County Board. 



Special Notice. — If any views are advanced in any of the articles 
in any number of this Journal which do not accord with the opinions 
of others, they are invited to combat them, provided always it is done 
in a spirit of kindness. These pages are open to a free fight on all 
educational subjects. 




A SCHOOL AND FAMILY MONTHLY. 125 

Grammar. 

OUBTLESS there is no branch of learning ostensibly taught 
in the schools so 2'>'^'^'>'^ taught as Grammar. None which 
may be said to be so near not being taught at all as this I 
^ Hearing Grammar lessons by rote is attended to industri- 
ously enough, but this does not satisfy the inquiring youth- 
ful mind, which reads that "English Grammar teaches how 
to write and speak the English language correctly." — 
"Why," said a youth, after studying Grammar under a crack teacher 
some months, "I know no more about Grammar than I did at first! 
I make as many mistakes in speaking as I ever did !" Doubtless, as 
intimated in an article published in the first number of this journal, 
there is room for improvement in methods of teaching. The science 
of teaching does not appear to be fully understood. The power of 
mind over mind may not yet be fully known. What shall we say, 
then ? Shall we in dispair of present success fall back into supine in- 
action, or shall we arouse and with a nervous longing for something 
better, strive after perfection ? 

There are those whose critical instincts lead them to be ever looking 
for grammatical inaccuracies in the conversation or writings of others. 
These are those who have yet to learn that in a great house the icliole 
may be very good, though marred with slight faults of detail. They 
forget that the artist, in the hot pursuit of effect, may err in detail. 
They forget, too, that such is the power of early habits and associa- 
tions, that all the study of rules will not eradicate them. A know- 
ledge of the technicalities of Grammar and a knowledge of correct 
language are two things. The former the teacher may impart — the 
latter is only acquired by familiarity with the best writers and speakers 
and by daily association with the educated and refined. 

In the technicalities of Grammar we find a great many hobbies, and 
it is quite amusing what vast importance is attached to little things. 
Old Lindley Murray is a fool to some of these modern discoverers. 
They remind us of the poor way-faring man who carried with him a 
wonderful stone to make soup with ! He would first beg the good 
house-wife where he happened to sojourn, to favor him with a kettle, 
into which he would put his magic stone, fill up with water, and sus- 
pend over the fire. Then he would beg for a little salt and pepper, 
some scraps of meat, vegetables, &c., to flavor the soup, and so by 
and by he would turn out quite a palatable soup, all made of a bit of 
stone, which he would carefully tuck into his pocket for future use ! 



126 MARYLAND EDUCATIONAL JOURNAL, 

Since the days of Home Tooke and Lindley Murray mountains of 
paper and black seas of ink have been consumed in manufacturing im- 
proved grammars. Have the improved grammars improved the hm- 
guage ? Have they turned out better writers ? Rather the reverse — - 
and the writings of Addison and Pope and a host of worthies of that 
day still loom up as copies for our imitation. 

The Grammar improvers are something like the improvers of the 
Maryland school system ! They denounce the present system as abomi- 
nable, but fail to show us a better! Come up, gentlemen, grammar 
tinkers and school system tinkers — let us have less fancy and more 
fact, fewer kicks and more kisses, and our world of pupils, parents, 
teachers, and school officers, would be all the better for it, and be very 
much obliged to you. 

Will some one compile a list of the various different school Gram- 
mars and tell us which is the best, and why ? and generally what is 
the most rapid and practical method to teach Grammar? 



'On the 10th of June, 1867, the following communication Avas 
addressed to the State Board of Education by the State Superinten- 
dent, and ordered to be entez'ed on the Journal : 

To the lion. State Board of Education : 

Gentlemkn : The Comptroller having reported to the Constitutional 
Convention that the cost of printing 20,000 copies of the Report of 
the Superintendent of Public Instruction in English, and 5,000 copies 
in German, was ^30,243 ; and as this extravagance has been charged 
upon the School System, the Superintendent wishes to state, and have 
the statement spread upon the Journal of the Board — that he asked 
for and urged the printing of only 3,500 copies, and placed a re- 
quest to that eifect in the hands of Mr. Calvert, of the House of Dele- 
gates. When the resolution to print 25,000 copies was under debate, 
it was distinctly announced that the Superintendent had said, that it 
would be difficult to distribute even 5,000 copies. Personally, I as- 
sured many members that the number was unnecessarily large, thus 
relieving myself and the State Board of Education from any responsi- 
bility for the exj^enditure of a sum of money sufficient to build thirty 
school houses, or to pay the salaries of all officers who superintend 
the schools for one j^ear. 

As yet, none of the copies pi-Inted have been distributed, except 
those sent from Annapolis by the members of the House of Delegates, 
or those sent from this office. 



H^^'Mr. Welling, late editor of the National Intellif/encer, has 
been elected President of St. John's College, Annapolis. 



A SCHOOL AND FAMILY MONTHLY. 127 

Annual Commencement of Baltimore City College. — The an- 
nual commencement of Baltimore City College (formerly Male Central 
High School) took place Friday, July 12, at HoUiday street Theatre. 
Every portion of the house was crowded, and many were unable 
to procure seats. The Blues' Band, Prof. Holland, was in attend- 
ance, and interspersed the exercises with excellent music. The 
graduating class consisted of John Henry Appell, David Emory Ball, 
William John Chichester, Thomas Walter Crook, Henry Dunlap, 
George Washington Grillaspey, Edward Driver Halbert, Robert liose 
Leitch, George Edwin Maydwell, Daniel Schaff'er Miller, Elmer 
Slack Miller, William Reynolds Miller, Charles Egerton Reid, John 
Wesley Richardson Sumwalt, James Franklin Supplee and Herman 
Washington Thomiz. The order of exercises were, prayer by the 
Rev. Dr. Nelson, President of St. John's College, Annapolis; Salu- 
tatory Address by Wm. R. Miller; Oration, "Earth's Benefactors," 
by Herman W. Thomiz; Oration, "The Times we Live in," by El- 
mer S. Miller; Honorary Oration, by Henry Dunlap ; Oration, "The 
American Navy," by John W. R. Sumwalt; Oration, "The Right 
of Self-Government," by James F. Supplee, and Valedictory Oration, 
by Wm. J. Chichester. The pieces were all creditable productions, 
and the speakers were the recipients of showers of bouquets from 
their friends. The certificates were handed to the graduating class by 
Processor Thomas D. Baird, Principal of the College, with appropriate 
remarks. The Peabody prizes, those of the first grade, of ^100 
each, were then awarded by Joseph Cushing, Jr., Esq., of the Board 
of Directors of the Peabody Institute, to Elmer Slack Miller, Wm. 
Reynolds Miller, and William John Chichester ;, and of the second 
grade, of $50 each, to Robert Rose Leitch, Herman Washington 
Thomiz, George Washington Gillaspey and Daniel Schafl[er Miller. 
The exercises closed with a benediction by the Rev. Mr. Shreve. 



g@^We have received from the manufacturers (C. M. Crandall & 
Co., Montrose, Pa.) a box of their Improved Building Blocks for 
children, and after a trial of them in our own family, are prepared to 
recommend them as the best thing of the kind we have ever seen or 
heard of. We have, during our experience as the head of a family, 
purchased playthings enough to have started a small toy shop, but in 
a short time, being made in such a frail manner, and of such perish- 
able material, they would gradually disappear ; but these blocks, being 
composed of solid, tough wood, are strong enough to resist whatever 
hard usage children may give them. And while they afford much 
amusement to the very small child they are also a source of great 
pleasure to those of larger growth, for with them all the various rules 
of architecture may be practiced, and no limit is placed upon the vari- 
ous ways of exercising the ingenuity. There are upwards of a hun- 
dred pieces, and they can be put up in a thousand different forms. 
No rules are required to put them together, although a large photo- 
graph, showing a complete village, made from these blocks, and which 
represents a church, dwelling, arbor, summer house, pump, fence, 
etc., etc., accompanies each box. 



128 MARYLAND EDUCATIONAL JOURNAL, 

Talbot County. — In Talbot county school district meetings have 
been held to determine, by a vote of the people, whether new school- 
houses shall be built in certain districts; and, in others, whether the 
old houses shall be repaired, &c. At Trappe it was resolved to re- 
pair the old house. At Island Creek a house has been purchased. 
At Dover it was determined to build a new house, and that $1200 be 
levied on the district as a special tax to pay. At Oxford it is expected 
something will be done. These meetings indicate the interest which 
the people are taking in their schools. 



Prince George. — As we learn from a letter published in the Marl- 
boro' Gazette, from Dr. John H. Bayne, President, in Prince George 
county four hundred more pupils attended the free schools the second 
year (just closed) than the first; and the average attendance has been 
still more encouraging. Some schools have more than doubled. 



J^^From St. Mary's, Charles, and other counties, also come cheer- 
ing reports of increased interest in school matters. In our next we 
will give some particulars. 



Who are most opjjosed to our School System? — -A short and phithy 
article, giving the correct answer to this question, will appear in the 
next No. of this Journal. 



A Bore. — That popular lecturer, John B. Gougb, is responsible 
for the following: Mr. G. says he receives many letters from stran- 
gers. Not long ago he received a long communication from a man 
■who closed his epistle by apologetically saying, "I hope you won't 
consider me a bore" — but spelt it b-o-a-r. 



Hard on tub 'Squire. — A certain aged divine, known as father 
S — — -, was in the habit of riding a very good horse. On a certain 
occasion he was acosted by a self-important 'squire somewhat thus : 
"Well Mr. S— — , I see you ride a fine horse — your master was con- 
tent to ride on an ass." "Yes," meekly rejoined father S , "I 

tried to get an ass, in imitation of my master, but found all the asses 
had been taken up to make 'squires of them!'" The 'squire collapsed. 



The report of the Stfite Teachers' Association crowds out of 
this number several articles, such as notices of Institutes, and an ac- 
count of the generally condemned as unfair attack on the school system 
and State Superintendent made in the Constitutional Convention, 
which will appear in the next issue. 

ja^ Advertisements and Subscribers Wanted I 



The American Educational Series. 



THK LARGE and increasing sale of these books — the emphatic commendations of hun- 
dreds of the best teaciiers of the country who have tested them in tlie class-room, and know 
whereof they affirm, amply attest their real merits, and fully commend them to general faror, 
and the confidence of every thorough Aaii practical teacher. 



UNION READERS. 

The matte*- luid illustrations in this Series are entirely new, and unsurpassed by any other 
similar Series published, in variety and adaptation. 



ROBINSON'S COMPLETE MATHEMATICAL SERIES 

With the imiHovements and additions recently made, is the most complete Series 
of the kind, by one author, published in this country. 

THE METRIC SYSTEM OF WEIGHTS AND MEASURES, 

Full, practical, and adapted to the wants of business men, will be added to the future editions 
of Jtohinson's Jtudlnients, l^ractical and Jiigher Arithmetics. 

There will also be inserted in Per Centage, in the Higher Arithmetic, several pages oa 
the different kinds of U. S. Securities, Bonds, Treasury Notes, Gold Investments, Currency, 
(6c., with Practical Examples. 

This change and addition will not interfer with the use of the book with previous editions 
of the same. 

The Metric, St/istem, and the aforenamed improvi-.m.ent in per centage, Will also be 
bound in pamphlet form, containing about 47 12mi). pages, and will be sent to any address, by 
mail, on receipt of TVV1';XTY-FIVE CENTS. 

lierl's IVe\^^ Series of" GJ-r'aixmiars. 

Unsurpassed in Simplicity, Clearness, Research, and Practical Utility. 



timm SCHOOL diciionjiiiiis. 

These popular School Dictionai'ies having been thoroughly revised, and extensively re- 
garded as the standard authority in Orthography, Definition, and Pronunciation, and as the 
BEST Dictionaries in use, are respectfully commended to teachers and others. They are much 
more extensively sold and used than all others combined. 



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TTsed in jSTINE-TEN'THS of all the Normal Schools of the United States. Officially 
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Also, Well's Natural Science, "Wilson's Histories, Fasquelle's 
French Series, Bryant & Stratton's Book-Keeping, "Wood- 
bury's German Series, Mantilla's Spanisli Headers, 
Bradbury's School Music Books, etc., etc. 



B^Teachers and School OflScers, are invited to correspond with us freely, and to send for 
our Descriptive Catalogue and Circular, which will be promptly sent upon application. 
9^' Liberal terms given on Books furnished for Examination or Introduction. 
Address the Publishers, 

IVISON, PHINNEY, RLAKEMAN & Co. 

47 & 49 GItEENE STREET, NEW YORK. 
CHICAGO. PHILADELPHIA. 



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Always on hand the largest stock of Clothing and Piece Goods for Custom 
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Persons in want of Good and Fashionable Clothing should be sure and 

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Under the charge of HARRY NICELY, at No. 38.. He will be pleased to see 
his friends. 

SMITH BROS. & CO., 

Merchant Tailors and Clothiers, 

38 & 40 W. BALTIMORE STREET. 



GET THE BEST. 

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Thoroughly Revised and much Enlarged. 
OYER THREE HUNDRED FINE ENGRAVINGS. 

10,000 WORDS and MEANINGS not found in other Dictionaries. In one 
vol. of 1840 Royal Quarto Pages. Published by 

G. & C. MERRIAM, Springfield, Mass. 

SOLD BY ALL BOOKSELLERS. 

SCHOOL DEFOT. 



It is in contemplation, in connection with the publi- 
cation office of this Journal in 
Baltimore, to 

ESTABLISH A BEPQT 

FOR THE SALE OP ALL SORTS OF 

SCHOOL REQUISITES, OR MERCHANDISE, 
BOOKS, MAPS, STATIONERY. APPARA- 
TUS, FURNITURE AND FIXTURES, 

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DE^V^OXKD TO 



POPULAR INSTRUCTION AND LITERATURE. 



EDITORS: 

Rev, C. K. NELSON, D. D., Annapolis, 

Vice Pres. St. Joliii's College, and Pres. State Teachers' Association, 

E. S. ZEVELY, Cumberland, 



SEPTEMBER, 



1867. 




Vol. 1. 



No. 5. 



B A L T I ra O R S s 

E. S. ZEVELY, Publisher. 

Printed by James Young, 114 West Baltimore street. 



OOISTTENTS 

OK SKPrKMUKU NUM15K11. 

[Tlio rortdor is invited to turn over the pages of this nuuiber to ascertivin its 
rnried contents, in place of sciuiniiisi' a meagre taMe in this place.] 



Too Uao! — The Journal was issued with the express understanding that al 

original subscribers should pay on receipt of the lirst number, instead ot which 

four numbers have already been issued, and yet there are several hun.. i sub- 

"scriptions still unpaid. We have fully complied with our part of the engagement, 

nnd we expect others to do the same. Pay up, gentlemen ! 



With this number a " Oiucri ;.\u "' sheet is sent, to which special attention 
is iuvited. 



iThc §aUimovc and (t)hio ^{ailvoatl 

On and aftor SUNDAY, May 5, 1807, 
tliivo daily trains will W run between Balti- 
more and Wheelinsi' and Parkerslnu'i;', as follows: 

:\IAIL TKAIN- will leave Baltimore dailv (except Siindav) at 8.45 
A. M. FAST LINE will leave dailv (ineludino- Sundav^ at 5. 20 P. 
M. EXPRESS TKAIN will leave daily (except Saturday) at 9.45 
P. M. These trains connect at Belair and Pavkersburg tor all points 
West, Southwest and Northwest. 

FKEDEIUCK ACCOMMODATION TRAIN leaves Baltimore, 
daily, at 4.20 P. JM.. (except Sunday.) Leaves Frederick for Balti- 
timore dailv (Sundavs excepted) at 7.05 A. M. 

THE ELLICOTT'S 31ILT.S TRAIN leaves Baltimore at 6.20 and 
0.50 A. M., and 1.20 and 5.20 P. 31. Returning leaves EUicott's 
Mills at 7.30 and 11.10 A. M., and 2.80 and 0.30 P. M. 

FOR WASHINCvTON.— Leave Baltimore at 3.50, 7.05, 8.50 and 
0.45 A. M., and 3.15. 4.15 and 7.45 P. M. 

FROM WASHINCtTON FOR BALTIMORE.— Leave Washing- 
ton at 7.00, 7.45 and 11.15 A. M., and 2.00, 4.30, 0.30 and 8.45 
P. M. 

FOR ANNAPOLIS.— Leave Baltimore at 7.05 A. M. and 4.15 
P. M.: leave Washington at 7.00 A. M. and 4.30 P. M. Trains 
leave Annapolis at 0.30 A. M. and 3.40 P. M. 

SUNDAY TRAINS.— Leave Baltimore for Washington at 3.50 
and 0.45 A. 31., and 4.15 and 7.45 P. M. Leave Washini^ton at 
7.45 A. M.. and 4.30, 0.30 and 8.45 P. M. 

For further information. Tickets of every kind, &c., apply to J. T. 
ENGLAND. Ai^-ent, Camden Station, or at the Ticket Office. 

" JOHN L. WILSON, Master of Transjwrtation. 

L. M. Cole, General Tieket Agent. 



MARYLAIffD 

EDUCATIONAL JOURNAL, 



A SCHOOL AND FAMILY MONTHLY. 



iisalL 



Vol. I. BALTIMOKE, SEPTEMBER, 1867. No. 5. 




Earnestness. 

LL who are familiar with school men, must have observed 
that when a successful teacher is asked to impart the secret 
of his success; when it is required of him to give his 
methods of instruction and of discipline, he is at a loss for 
a reply, and most generally answers that he has no plans — 
that he has no stated rules for government, and no well- 
defined methods of teaching. He rather resents the ques- 
tion as intimating that he is something of the martinet, a character 
he is not emulous of possessing. Of course such an answer as this 
carries upon its face its own contradiction, for nothing can be success- 
fully prosecuted without plan. Yet such answers are given in good 
faith, and have a measure of truth in fact. They simply mean that 
the successful teacher has never deliberately formed any statutes for 
government, nor devised any set method of instruction. His discip- 
line and tuition are so much a part of himself, that he does not think 
of them as something extrinsic. He means and possibly says, that 
he no more teaches by school laws, than he speaks and writes by the 
rules of grammar ; if he obeys a law as laid down in the books, well ; 
but if he breaks that law, so much the worse for the law, for he makes 
a law for himself. 

What has been said should not be construed into meaning that the 
young teacher may not, or cannot be benefited by the instructions of 
experienced teachers, whether those instructions come through the 
medium of books, Normal schools, Teachers' Institutes, or the like 
instrumentalities. These agencies are too valuable to be condemned, 
or contemned. They are performing a noble service in the cause of 
popular education ; but they are performing their work less by formu- 
lating the laws of teaching than by stating, elucidating and enforcing 
those fundamental principles of education, founded upon the consti- 
9 



130 MARYLAND EDUCATIONAL JOURNAL, 

tution of the human mind, and discovered by its study in its evolution 
and development during childhood, which are the basis of all rules of 
practice. Half the labor of life is to unlearn that which has been so 
diligently taught. It is astonishing with what a heap of error every 
art, and every science, becomes overlaid, in the progress of ages. 
We must dig away the rubbish before we can lay bare the buried 
statue of Truth : we must clear away the alluvium before we reach 
the solid and stable rock. Educational philosophy, as taught by en- 
lightened men in our books^ and Normal schools, is doing this. Our 
unnatural modes of teaching are being changed, and we are returning 
to nature, the great teacher. This philosophy is not so much giving 
us law, as it is enabling us to see what is law. 

One who should survey the long rows of volumes which contain the 
statutes of the land, and the other long rows which hold the interpre- 
tations of those statutes, in his dispair of becoming acquainted with 
them all, and with their true meaning, might well dread the clutch of 
the officer for some unwitting violation of the law. So the teacher, 
anxious scrupulously to do his whole duty, who should seek to know 
all the rules for teaching, before he commences his labors, will be 
confused and confounded by their almost infinite variety and number. 
As in politics almost every man (though he may not be able to govern 
his own household) thinks himself able to govern a nation, so almost 
every one, though he may not be able to teach, thinks he can give 
rules for teaching. 

How, then, shall the conscientious teacher proceed? How shall he 
do his duty, when his duties seem so numerous and various that he 
can hardly hope even to learn what those duties are ? Let him go to 
his work with simple earnestness of purpose to do that duty which is 
nearest and plainest at the time. Let him follow his own impulses — ■ 
instincts, as it were. His way will be opened through apparently 
impenetrable mazes. Let him do one duty well, and others will re- 
veal themselves. He who goes to his work with this earnestness and 
sincerity will be surprised to find that the vast body of laws or rules 
will codify and digest themselves into a few maxims. What is more, 
he will find that he has insensibly and unwittingly been obeying those 
laws which have received the sanction of all good teachers : that he 
has fallen, instinctively as it were, into the very track, and has been 
following unconsciously in the very footsteps of the ablest instructors. 
Brilliancy of intellect, originality of invention, depth of learning, 
as haply they are not the most common, are happily not the most 
essential qualifications of the successful teacher. Simple earnestness, 



A SCHOOL AND FAMILY MONTHLY. 131 

honest endeavor, combined with sound sense and a good heart, will 
win where more shining qualities, greater powers, and wider erudi- 
tion fail. It is the man who puts 7«'s heart into the work that makes 
the successful teacher — and we might add the successful preacher, far- 
mer, mechanic, or any thing else. He will light upon plans, as it 
were, by accident; he will adopt expedients without premeditation; 
he will strike out methods, as it were, by intuition. He may not 
know of what process of reasoning he has arrived at his determina- 
tions. He may not be able to trace the course of thought by which 
he has reached his conclusions. His logic and his philosophy may be 
at fault, but he feels and knows that he is in the right course. His 
earnestness stands him in stead of these. In the heart of the earnest 
man there sits enthroned an ever present divinity, directing, guiding, 
inspiring, ri. 



Who are Opposed to our ScLlooI System. 

A legal gentleman, in one of our counties, upon the occasion of an 
election, when the question of levying a local tax for the support of 
•schools was to be decided, was very violent in his denunciations of the 
whole school system, making sundry reckless declarations, which had 
no substantial basis in truth, but which served to persuade a large 
number of well meaning citizens who look up to him to cast their bal- 
lots contrary to their own convictions. Thus in one district of the 
county the people actually voted to close their schools for one-half the 
year, though not one of them but would, have made a great outcry had 
such -a thing been done. Fortunately the other portions of the county 
saved them from their folly. This legal gentleman, who in his public 
exhortations professed to know all about the school law and its enor- 
mities, was soon after called upon to give his opinion as to the bearing 
of a certain part of that law. Upon receiving a copy of the act of 
Assembly, he remarked, "Ah ! I am pleased to see this law, for really 
I have never had the opportunity of reading it." 

This incident is one of many which show that tJiey are most opposed 
to the system who are most ignorant of its details, and have taken least 
pains to know anything of the workings of this or any other school 
law. Th-e query naturally suggests itself: — is it not presumable that 
those members of our Constitutional Convention who are most earnest 
in their condemnation have never acquainted themselves with the pro- 
visions of the act, nor with its practical operations ? 




132 MARYLAND EDUCATIONAL JOURNAL, 

Memory.— No. 4. 

PPLICATION to Historical dates, or Chronology, continued 
as follows : — ■ 
Queen Victoria married Prince Albert after re- 

'^iff\ fusing several other offers 

Baltimore was founded bj men who worked and... 

TOOK NO PAY 

The Bible icas first printed in America in Massa- 
chusetts COLONY 

The first newspaper printed in America made every Yankee 

a good GUESSEK 

Mnemotecliny first taught in America and will soon be 

known everywhere 

Slaves loere first brought to the United States by the Dutch 

in CHAINS 

Washington city tvas founded at a place which the Govern- 
ment has ever since occupied 

Albany ivas settled by the Dutch, who brought with them 

a DUTCH WAITER 

Alex. Hamilton was killed in a duel by Aaron Burr which 

was the occasion of heavy sorrow 

The Boston massacre showed that our people would not sub- 
mit to the tyranny of .kings 

Braddoch was defeated by the Indians who poured their fire 

into the English ranks like ugly hail 

California discovered by Cortez who built a tall mill 

The Circumnavigation first performed by a U. S. ship re- 
turned after it had doubled the two capes 

Chesapeake Bay discovered by John Smith who navigated 

it in a huge scow 

Gen. Jachson at his death bade the world ..farewell 

At the Death of Powhatan he left behind him an aged wife 

The Erie Canal when finished was brought to its finale 

The Great Fire in New York ruined many a family 

The Great Fire in Pittsburg was a fire on a hill 

The Free Masons first established a lodge in the U. S. at Bos- 
ton, being the first place they carried their scheme from home 

The Odd-Fellows first established a lodge in Baltimore, which 

has been joined by many a foot boy 



A SCHOOL AND FAMILY MONTHLY. 133 

At the Battle of Lake Erie, Perry sent Barclay a challenge 

and FOUGHT him 

At the Battle of Tippecanoe many an Indian met a tough death 

After the Declaration of Independence the British had to 

ride on a whig coach 

The Great EarthquaJce. at Lisbon pitched the city into a gully hole 

Lewis and Clarke^ s Expedition over the Rocky Mountains 

proved a tough siege 

Pocahontas married Rdfe at the. age of eighteen 

Peru was conquered hy the Spaniards under Pizarro whose 

object was to steal money 

Homer flourished at a time when Greece was filled with the 

harmonies of his poetry 

The Laios of Lycurgus lasted at Sparta longer than the 

aches of a common fevek 

Queen Dido founded Carthage and had of it a heavy job 

The conflict between the Horatii and Curatii was not a mere 

SHOWY joke 
The first tragedy at Athens was acted by Thespis upon a cart 

or chariot drawn by a. ..... . slow mule 

The First Punic War caused the Garthagenians much injury 

At the end of the first Punic War the weight of the Roman 

power fell upon Carthage like a Storm of , snow and rain 

The Second Punic War was no sooner declared than Han- 
nibal marched into Italy to the astonishment of every native 

At the end of the second Punic War the Garthagenians per- 
ceived the expediency of acting towards the Romans with 

more honesty 

The First Library at Rome diflfused a taste for learning and. .teaching 
The Death of Cleopatra and Antony has been the theme of 

many a musb 

The Death of Socrates might perhaps have been avoided if 

he had been concealed in some dark recess 

The Destruction of Thebes by Alexander was completed by 

the blows of the soldiers' woesome hammer 

After Talcing the City of Tyre, Alexander made his way 

through Lybia to the home of ammon 

Abraham, at his death, went to repose in the bosom of. divinity 

Cadmus introduced letters into Greece in a turban 

Rome was founded by a felonious colony 

Alcibiades cut off his dog's tail to divert the people's weariness 



134 MARYLAND EDUCATIONAL JOURNAL, 

The Battle of Maratlion sent many a Greek to his final kepose 

David killed Goliath with his sling, by giving him rather a dizzy shock 
The Destruction of Troy was consummated by the flames of 

a HOT WOOD FIRE 

King Philip' s War was commenced for the purpose of throw- 
ing off the white man's shackles 

Poland was subdued by the combined force of war and famine 

When Napoleon was Crowned Dmperor he was ready to face a war 

Najyoleon Married Maria Louisa after he had been in many a fight 

Napoleon, when he entered Moscow, did not have to fight any 

When Napoleon's remains were hrought from St. Helena the 

event was celebrated in vekse 

St. Peter shurg was founded by Peter the Great, who was 

styled the gay czar 

Sunday School first established in England by Robt. Raikes, 

has made him illustrious as the giver 

The Insurrection in Pennsylvania was caused by duties on 

whiskey and , thick beer 

At Crucifixion of Christ his Father called him home 

Pontius Pilate killed himself in a miff 

St. Paul shipwrcched at Malta among the jews 

The Apostle Peter let loose from jail by an angel seemed rake 

Jackson inaugurated President, an ofl&ce that draws fine pay 

Lima, in Peru, founded by Pizarro, who built lima on a hill 

Lima destroyed hy an earthquake with a terrible crash 

Neiv Orleans vfhen founded had to be protected by a thick dike 

Philadelphia was founded by William Penn, who made a 

contract with a chief (who was) nigh 

The First Printing Press in the U. S. printed many a huge map 

Pice was introduced in S. C, where it can be raised cheaply 

The Settlement of Jamestown , in Virginia, was a place of the ^-^-i 

Colonists' own choosing 

The Settlement at Plymouth, in N. E., was made some time 

after the land had been discovered by a Genoese 

The Theatre at Richmond was burned, a large number of 

the guests meeting a heavy death 

The University of Virginia, founded by Mr. Jefferson, has 

educated many a fat boy 

Tower of Babel built sometime after people saved in...N0AH's new ark 

The birth of Christ was the beginning of a new era 

Jonah when sivcdlowed by the ivhale paid a queer visit 



A SCHOOL AND FAMILY MONTHLY. 1S5 

Joshua stops sun and moon on Mt. Gibeon not wanting starlight 

Moses loas horn at a time when the Jews spoke one dialect 

FTiaraoJi's host drowned in Bed Sea — every wagon water boat 

Solomon^ s judgment on child showed wit and wisdom 

Before invention of paper in China they used to write on 

sand with sticks 

Multiplication table invented hy Pythagoras for figures styled... Arabic 
Stringed musical instruments introduced in Rome perhaps 

made of tough ash 

Weights and Measures invented to weigh a heavy ship 

Catholic Church commenced to save Christians from the devil 

Christmas day first observed by a happy wife 

Grist mills invented in Ireland ground without any water 

Organs invented and first used in churches by the sage jews 

Shoeing horses introduced that roads might not wear the foot 

Since sjoirituous liquors first made they have ruined many a — family 
When the Bible was first printed in English it contained a... holy map 
The first neivspaper j^ublished in Great Britain was not 

printed on a leaf of ivy 

Remarks. — Observe the directions heretofore given. The first les- 
sons must be thoroughly understood. Articulate letters before trans- 
lating into figures, as "holy map" is le, me, pe, — "family" is fe, me, 
le, &c. Lecture on every formula as in object teaching. These form- 
ulas may be had on separate sheets for use in the school room. Ap- 
plication to other matters in succeeding numbers. 



"In a school in Springfield, Massachusetts, the lady teacher, a 
few days since, had occasion to punish one of the little boys for using 
profane language. There being a knot hole in the fioor, she conceived 
the idea to make him stand near by it with a pair of tongs and watcli 
until he caught a rat that should come up from below. Stationing 
him, she gave him strict injunctions to remain until he accomplished 
the feat; calculating, of course, after he had stood there a couple of 
liours^ to send him to his seat. Judge of her surprise, when, two 
minutes after, he fastened the tongs to a genuine live fellow of the 
rat kind, with enormous whiskers and tail, and holding him up ex- 
claimed, "by jings, I've caught him." 




136 MARYLAND EDUCATIONAL JOURNAL, 

A Full Account, 

'■'Plain and unvarnished," of proceedings in the State Constitutional 
Convention in regard to the School question. 

REFERRING to the report of the Proceedings of the State 
Teachers' Association in the August No. and to the Pub- 
lisher's "Statement" in the July No., we are now prepared 
to spread before the readers of this Journal the promised 
report of the proceedings in the Constitutional Convention 
against the present school system. This we can do entirely 
free from party feeling, and only with a full conviction that 
it is eminently right and proper, just, true and due to "Let 
justice be done though the Heavens fall." 
The readers of this Journal will agree with all unprejudiced ob- 
servers, that unfortunately in our State there is at this time too much 
of party bitterness mixed up with school matters, and influencing the 
minds of men on this subject. Hence the action in Convention. 
That action is here presented, as it is desirable and proper that an 
educational journal should (nothing extenuating nor setting down 
aught in malice) set forth the truth as it is, for historical reference. 
This account is taken from the Journals of the Convention, merely 
giving the reply of the State Superintendent (as an act of sheer jus- 
tice), which the Convention refused to receive. 

Various papers in the State have condemned the action of the Con- 
vention. We have not the space to. copy all that has been said. 
Much of the opposition seems to be the result of personal feeling, 
which should not enter into the question. Liberal and enlightened 
minds of all parties and sects acknowledge the importance of a system 
of free schools. 

But enough — now to the report. 

First, the Committee on Education is as follows: — Messrs. Fai*- 
nandis, McKaig, Kilbourn, Vansant, Pleasants, Wilkinson, Bell, C. 
S. Parran, Tarr of Caroline, Cover, McCormick, Brent, Goldsborough 
of D,, Johnson, Devries, Massey, Duvall, Brooke, Keating, Jamison, 
Rider, Bateman, Murray, Franklin. 

On the 14th of May, the above committee was announced, and on 
the same day Mr. G-eorge submitted the following : Ordered that the 
Committee on Education be instructed to inquire into the expediency 
of abolishing the office of the Superintendent of Public Instruction, 
and substituting therefor four Educational Districts — one of which 
shall be the city of Baltimore, the other three as may, in the judg- 
ment of the committee, be advisable — each District to be entitled to a 
Superintendent ; and whether it be politic to make said Superintendent 
elected by the people, or subject to the appointment of the Governor or 
otherwise ; which was read and referred to the Committee on Education. 



A SCHOOL AND FAMILY MONTHLY. 137 

May 16. — Mr. Merryman submitted the following order : Ordered 
that the Superintendent of Public Instruction of this State be re- 
quested to report to this Convention the amount of money expended 
for books and stationery for the Public Schools of the State, and a 
schedule of the prices paid for the same, since the adoption of the 
present system, and also the names of the various parties to whom 
the money has been paid, with the respective sums received by them ; 
which was adopted. 

Wednesday, May 29. — Mr. Fernandis, Chairman of the Committee 
on Education, submitted the following report : 

Sec. 1. The Greneral Assembly, at its first session after the adop- 
tion of this Constitution, shall by law establish throughout the State, 
a thorough and efficient system of free Public Schools, and shall pro- 
vide, by taxation or otherwise, for their maintenance. 

Sec. 2. The system of Public Schools, as now constituted, shall re- 
main in force until the end of the said first session of the General 
Assembly, and shall then expire, except so far as adopted or continued 
by the General Assembly. 

Sec. 3. The School Fund of the State shall be kept inviolate, and 
appropriated only to the purposes of education. 

Which was read the first time and ordered to be printed. 

June 11. — The subject was again before the Convention. 

Mr. Franklin moved to omit all after the word "and," in third line 
of second section, and insert "shall expire when the system provided 
for in the first section shall be adopted." 

Mr. George submitted the following amendment : 

"Sec. 2. The Public Schools of the city of Baltimore shall be a 
separate organization, under the control of the Mayor and City Coun- 
cil of said city." 

June 15. — A communication was received from the State Superin- 
tendent of Public Instruction, which was, after being partly read, laid 
on the table, but is printed in full herewith. 

The contents of this letter indicate the substance of the remarks 
made against him, in Convention. 

June 19. — The Convention resumed the consideration of the report 
of the Committee on Education. 

The question recurring upon the amendment submitted by Mr. 
George, viz : 

Sec. 2. "The Public Schools of the city of Baltimore shall be a 
separate organization, under the control of the Mayor and City Coun- 
cil of said city," it was rejected. The question then recurring upon 
the amendment submitted by Mr. Franklin, viz: omit all after the 
word "and," .in third line, and insert "shall expire when the system 
provided for in the first section shall be adopted" — 

Mr. Kilbourn submitted the following as a substitute : 

Sec. 2. Strike out at the end of the section the words "except so 
far as adopted or continued by the General Assembly." 



138 MARYLAND EDUCATIONAL JOURNAL, 

When, upon motion, the Convention resolved itself into a Commit- 
tee of the Whole. The committee arose, and Mr. Jones, chairman, 
reported that they had under consideration the report of the Commit- 
tee on Education — had made some progress thereon, and asked leave 
to sit again. The report was adopted. 

June 20. — The subject was considered in Committee of the Whole, 
reported progress and asked to be discharged. 

June 21. — The Convention resumed the consideration of the report 
of the Committee on Education. 

Mr. Devries submitted the following as a substitute for the whole 
report : 

Sec. 1. The G-eneral Assembly shall, at its first session after the 
adoption of this Constitution, proceed to establish a thorough and ef- 
ficient system of Public Schools throughout the State. 

Sec. 2. The present school system shall remain in force until super- 
seded by the system provided for in the first section of this article. 

Sec. 3. The G-eneral Assembly shall cause to be carried at each 
regular session an annual tax of not less than ten cents on the $100 
of taxable property throughout the State, which tax shall be collected 
at the same time, and by the same agents, as the general levy — such 
levy to be divided among the several counties and Baltimore city, in 
proportion to their respective population between the ages of 7 and 
20 years. 

S'ec. 4. The school fund of the State shall be kept inviolate, and 
appropriated only to the purpose of education. 

Pending the consideration of which, Mr. Barces submitted the fol- 
lowing as a substitute for the whole section : 

Sec. 1. The system of public education now existing shall con- 
tinue until the first day of March, 1868, and as soon as this Consti- 
tution shall be ratified, shall be under the management and control of 
the present professor of the State Normal School, who shall receive 
the same compensation now provided by law for the Superintendent 
of Public Education in the State. And the voters in the several elec- 
tion districts of each county shall, at the first general election after 
the ratification of this Constitution, and at each succeeding general 
election for members of the House of Delegates thereafter, elect one 
School Commissioner for -each election district in each county — the 
returns thereof to be made in the same manner now required by law 
for other county of&cers — and the persons elected as Commissioners 
shall constitute a Board of Public Education for the respective coun- 
ties by whom they are chosen, and the Board so constituted shall have 
power to provide such system of public education for their respective 
counties as they may deem best, and they shall have full power to put 
the same into effective operation in their respective counties, and the 
County Commissioners of each county shall, from time to time, levy 
upon the assessable property of their respective counties, such amount 
of money as may be required by the Board of Public Education for 
the support of such schools. And there shall be levied upon the tax- 



A SCHOOL AND FAMILY MONTHLY. 139 

able property of the State, as other State taxes are levied and col- 
lected, a general tax of five cents on the ^100 of valuation, for the 
use of the Public School fund of the State, which shall, with any 
other school funds of the State, be distributed annually by the Comp- 
troller of the State among the several counties and the city of Balti- 
more, according to the number of children attending Public Schools 
in each respectively the previous year. And there shall be appointed 
by the General Assembly of Maryland, in Convention, a suitable per- 
son as Inspector of Public Schools of the State at large, who shall 
hold ofBce for two years, and shall provide such compensation for his 
services as they may deem best, and the person chosen Inspector, as 
herein provided, shall from time to time and as often as possible, visit 
the several schools of tlie State, and render such services as may be 
required by law. 

And the control of all the Public School property in each county 
shall be transferred to the Boards of Public Education in each, and 
the property of the State Normal School, and such other property be- 
longing to the State Board of Public Education. 

And the General Assembly shall have full power to make, from 
time to time, such changes in the system of public education of the 
State as they may think proper. 

The question being upon the amendment of Mr. Barnes, it was lost 
by a vote of 91 to 6. 

The question then recurred upon the amendment of Mr. Devries, 
and was lost. 

Mr. Morris submitted the following: Sec. 1, line 4, strike out the 
word "taxation" and insert after the word "by a tax of ten per cent. 
on each ^100 of the assessable property of the State." The amend- 
ment was lost by a vote of 23 nays to 65 yeas. 

Mr. Gill submitted the following amendment : Add at end of sec- 
tion 1st, "provided that the General Assembly shall give to the city 
of Baltimore, if not inconsistent with the efficient promotion of edu- 
cation throughout the State, a separate and independent system of 
Public Schools." During the consideration of which — ■ 

Mr. Parran submitted the following amendment: Strike out all af- 
ter the word "school," in the fourth line, and insert "the General 
Assembly shall levy at each regular session thereof after the adoption 

of this Constitution, an annual tax of not less than cents on the 

hundred dollars of taxable property throughout the State, for the sup- 
port of free Public Schools, which tax shall be collected at the same 
time, and by the same agents, as the general State levy ; and shall 
be distributed, under such regulations as may be prescribed by law, 
among the counties and the city of Baltimore in proportion to their 
respective population between the ages of five and twenty." Amend- 
ment was rejected by a vote of 20 to 78. 

Mr. Peters moved the following: Sec. 1, line 4, after the word 
"'schools" insert the words "suited in its parts to the circumstances 
and wishes of the people in the different localities." Ptejected, 



140 MARYLAND EDUCATIONAL JOURNAL, 

Mr. Nicolai submitted the following : Strike out all after the word 
"until, " in line 2, and insert "the General Assembly shall provide 
another, or re-enact the existing sj'stem in whole or in part, but no 
law providing another system shall take effect before the 30th June, 
1868."' The amendment of Mr. Nicolai was rejected. 

Other amendments were oifered, but were rejected. The report 
was then read a second time and ordered to be engrossed for a third 
reading. So all the amendments proposed were lost, and the report 
of the Committee upon Education was adopted without any change or 
alteration. 

The report has not yet been put upon the third reading, but there 
is little doubt but that it will be passed, as first presented by the Com- 
mittee upon Education. 

[The above report has been prepared by Jas. H. Hodges, Esq., of 
Annapolis, the gentlemanly Secretary and Treasurer of the School 
Board for Anne Arundel county, who copied it verbatim from the pro- 
ceedings of the Convention, and may therefore be relied upon as cor- 
rect, so far as it goes.] We have also been favored with a complete 
file of the Journals of the Convention by Col. Alfred Spates, a 
member of the Convention, with which we have compared the above. 

It is well known, however, to all the readers of this journal, that 
in the debates which were had some sharp things were said against 
the system generally and against the State Superintendent individually. 
These remarks have beeu published in the papers, and are allowed to 
be substantially correct. The State Superintendent feeling himself 
aggrieved and unjustly assailed, addressed a letter to the Convention 
(printed in full below), which was, however, laid on the table, and 
not entered on the Journal : 

State of Maryland, 
Department op Public Instrtjction, 
Superintendents Office, Baltimore, June 14, 1867. 

To THE Constitutional Convention of Maryland : 

Gentlemen: During the debate (June 11th) upon the report of the 
committee on education, there was frequent reference to the Superin- 
tendent of Public Instruction, and assertions made which seriously 
affect private character, and thiis assail personal rights. 

In the discharge of official duty I have silently endured many at- 
tacks, but to be silent now would be either to claim a degree of for- 
bearance more than usual among men, or leave myself open to the 
inference that the charges made cannot be refuted, and thus seriously 
affect the school system, which is so valuable to the State. It is, 
therefore, my duty to take notice of the debate, and seek the only 
mode of redress which my rule of life allows. I therefore solicit a 
hearing in the most open and direct manner that you can grant. 

I am ready to prove the truth of all that I have reported, to main- 
tain that the school work accomplished in the first year, under the act 
of 1865, has been done faithfully, honestly, effectually and economi- 



A SCHOOL AND FAMILY MONTHLY. 141 

cally ; that the system steadily increased in favor with those who took 
time to visit the schools and become acquainted with its features. New 
school-houses have been built, old ones repaired, the character of the 
teachers elevated, and more children have been in attendance at school 
than at any time before in the State of Maryland. These are facts of 
interest to the public, to which and to a discussion of the merits of 
the law, attention might be directed more appropriately than to vague 
personal charges not sustained by any specifications. 

I refer you to a letter addressed by me to Mr. Longwell of Carroll, 
and to the accompanying communication to the State Board of Edu- 
cation, to prove that the shameful squandering of public money, by 
paying ^30,000 to print a report not yet distributed, is not a charge 
against the school system. It was the act of a General Assembly 
over which I had no influence, and one of many acts which my judg- 
ment emphatically condemned. 

With the school system of Baltimore city I have never interfered, 
and challenge proof of a single action not strictly in accordance with 
the acts of Assembly or mandates of the State Board of Education. 
If I have transgressed the law, or abused my position, arraign me 
upon the charges and hear me in defense. 

The only question ever at issue between the city schools and the 
State Board of Education concerned test books, and here the discus- 
sion was provoked by the city school commissioners throwing out a 
text book which had been placed upon the State list at their request, 
and had been used for several years in the city schools. In this mat- 
ter the object of the State Board was to enforce the law, in which 
they were sustained by the decision of the Superior Court of Balti- 
more city and the Court of Appeals. If any wrong were done, the 
Governor, Lieutenant Governor and Speaker of the House of Dele- 
gates are equally responsible with the State Superintendent. 

In the Baltimore Sun of June 12th, Mr. Kilbourn, a member of 
your body^ with whom I have no acquaintance, but whose words have 
force because of his position, is reported to have said: "The commit- 
tee had abundant evidence that the reports made to the Legislature, 
to the people, and to this Convention, are not founded in truth. The 
aggregate cost of books is stated at ^64,000, when, by examination 
of the details, it has been ascertained that the amount is one hundred 
per cent, greater, or $128,000." "They had abundant proof that the 
intolerant misrepresentations of the Superintendent had not been un- 
advisably made." 

These are grave charges, and I have a right to call upon the gentle- 
man, through the Convention, first to give the facts upon which he 
based such assertions ; next, to listen to what can be said to refute the 
ex parte evidence which he has taken. I have a right to demand 
more, when it is proved that the words have been rashly spoken and 
are not true. 

The records of my office are open to investigation by any member 
of the Convention, and ought to have been examined before the charge 
of falsehood was ventured. 



142 MARYLAND EDUCATIONAL JOURNAL, 

Every citisen has an undoubted right to criticise the acts of Assem- 
bly of 1865, and expose whatever fallacy he can find in the school 
system ; but no person has the right to impugn official reports except 
Upon testimony carefully and fairly taken. 

It is well known that false reports are often disseminated for private 
or partisan purposes, and careless men sometimes believe rumors ; but 
it is neither fair, courteous nor wise for a gentleman occupying the 
position of a member of Convention to publish assertions which are 
calculated to damage private character, except upon a positive record 
of facts, and after hearing both sides of the question. 

Official position gives license to no man to charge another with fraud, 
unless he can prove it. If he cannot prove it, to retract the charge 
is no higher virtue than that of common honesty. 
Very respectfully, yours, 

L. Van Bokkelen, State Superintendent. 

[,^®"It is -hoped that this report, as here above given, will satisfy 
all reasonable friends and foes of the school system, of the State Su- 
perintendent, and of the Maryland Educational Journal. The letter 
of the State Superintendent to State Board about the cost of printing 
the annual report, was given in the last or August No. of tjiis Jour- 
nal, and fully proves that neither he nor the school system is respon- 
sible for that expenditure.] 




Hotel Education. 

N assertion was recently made by a writer in the Baltimore 
Sun respecting the profits of hotel keeping which, if true, 
is a melancholy and significant one. It was stated in effect, 
that the profits of hotel keeping depended on the bar and 
billiard tables, or in other words, without the adjunct of a 
bar and billiard saloon a hotel would not pay. Such a state- 
ment, if true, is most startling, and should arrest public at- 
tention. Is it pretended to be said that the traveler who stops at a 
hotel and pays his bill at the office, but does not patronise the bar or 
billiard saloon, is of no profit to the establishment? The writer of this 
begs respectfully to doubt the proposition. If true, however, it is 
time that good hotels should charge moi-e and indifferent ones less. 
Let a first class hotel be opened without these objectionable adjuncts, 
at which a gentleman who does not drink, and smoke and play billi- 
ards, may put Up without feeling himself a pensioner upon the bounty 
of the landlord! But this is all "a weak invention of the enemy.'' 
Temperance hotels will pay, and do pay, if well conducted on eco- 



A SCHOOL AND FAMILY MONTHLY. 143 

nomical principles, It is all idle balderdash to assert the contrary ! 
It is readily admitted, however, that it is not every man who can 
"keep a hotel" without a bar. In many hotels the most unbounded 
and wasteful extravagance is so apparent in almost every department 
that there is no wonder some outside income is necessary to make up 
for such leaks. 

A temperance hotel that will furnish good accommodations — send 
out porters and hacks—advertise and agitate, will command patrons, 
who will pay for what they get, the same as they do now at other 
hotels. A Christian gentleman, in a western town, kept a temperance 
hotel for many years, and acquired a competency thereby. He has 
now retired from business, and another is keeping the same house, on 
the same principle, and doing well. And from this we conclude that 
good temperance houses will pay, even in this whiskey-drinking age 
and land. 




Saloon Education. 

*HE pulpit and a sanctified press, the Sunday School teacher, 
the conscientious day school teacher, the pious parent, are 
all educators in the right direction ; but we have those among 
us who are so in the wrong direction. Of these are those 
who lure to the gaming table, the wine cup, viscious com- 
pany, publishers of impure books, &c. These are murder- 
ers. The law of both God and man imposes a penalty for 
the murder of the body. The law of God also, however, (if not man's 
law) imposes a severer penalty on those who kill or attempt to kill the 
soul. Now whoever places temptation to sin in the way of another is 
in effect endeavoring to kill a soul. The Bible pronounces a "«-oe" 
upon such: — "Woe to him from whom the offence cometh." "Woe 
to him who giveth his neighbor strong drink." The keepers of all 
immoral and sinful resorts come under this sentence. But what is a 
woe ? It is the deep, dark, dismal, dreadful wail of a soul suddenly 
overtaken by a fearful death, many instances of which can be given, 
shuddering examples which appear to open a glimpse of more fearful 
woes beyond. 

Liquor sellers are notoriously hard-hearted. Their hearts are steeled, 
as adamant, against all but selfish hopes of present sordid gain, yet 
perhaps even they may be touched by reflecting but a moment upon 
the idea here presented. So mote it be. 




144 MARYLAND EDUCATIONAL JOURNAL, 

Public Schools in Prince George. 

E copy the following from the Upper Marlboro' Gazette (a 
live paper), being portions of a letter to that paper from 
Dr. Bayne, county President : 

Sji Sj* SjC <» ^ ^ ^ Jp 5ji 

We have just completed the second year of our County 
Superintency, and it affords me pleasure to report a very 
decided improvement in the moral and intellectual condi- 
tion of our schools. Progression is the rule, and I am proud to say, 
there is but a single case of retrogression in the county. Several 
schools which two years ago only numbered from one to five pupils, 
now have an attendance of from twenty to fifty each. The numerical 
increase in the last two years has been from one thousand pupils to 
fourteen hundred in the whole county. And the average attendance 
has been still more encouraging. This exposition of facts is incon- 
trovertible. As the population of the county has not increased in 
such a ratio as to justify the increase of four hundred pupils in the 
brief period of two years, we may, I think, very rationally attribute 
it to the adoption of the new law. Some schools in other districts 
have more than doubled their number in two years, and I hazard the 
prediction unless the present system is abolished, in two years from 
this time the numbers will approximate very closely two thousand. 

If the deductions from the preceding statement of facts are correct, 
it behooves those who indulge in public denunciations of the present 
system of public instruction to deliberate, and to become personally 
cognizant of it before they proceed farther in their course of misrep- 
resentation. It will be a fearful responsibility to pursue any course 
which will inflict injustice upon the rising generation. From personal 
observation, I believe the opposition emanates from persons who rarely 
ever see the inside of a primary school and certainly do not patronize 
them. 

Persons who are skeptical with regard to the modus operandi of the 
new system would, I think, have their doubts removed by attending 
some of our annual and quarterly examinations. The promptness and 
accuracy with which the pupils respond to questions in orthography, 
grammar, geography and in other branches, would convince them that 
they have been laboring under erroneous impressions. 

In a few schools the classics and mathematics are successfully taught. 
In others, botany, rhetoric and philosophy are embraced in their lists 
of studies. 



A SCHOOL AND FAMILY MONTHLY. 145 

' I am proud also to be able to report, that there are many Public 
Schools in this county which merit very high commendation for their 
perfect discipline and morality, and where any gentlemen might send 
their children without danger of demoralization. The same might 
and ought to be said of every school in the county, and at no very 
I'emote period, if prejudices ceased to exist, cavillings were hushed 
and the people would co-operate with the commissioners in securing 
the services of efficient teachers and in the erection of suitable edifices 
for the accommodation of their children. 

I certainly have no inclination to say one word in disparagement of 
the private schools in the county. I would rather multiply every 
agency and facility to promote the cause of education. But in vindi- 
cation of the Public Schools, and in order to test their comparative 
merit, I would suggest that competitive examinations be held in dif- 
ferent sections of the county. And in order to put the ball in mo- 
tion, allow me the privilege of selecting a class of five or ten children 
from a single primary school, to meet in a spelling battle a similar 
number taken from all the private schools ia the county combined. I 
would further suggest that the examination be limited to the first 
twenty -five hundred or three thousand words in Webster's School Dic- 
tionary. I do not wish to be understood as confining the examina- 
tions to orthography alone. We have many schools in the county 
which can furnish classes equally well prepared in geography, English 
grammar, and in other departments of learning. 

For the development of the Public School system in the State, no 
man has contributed more than our able State Superintendent. His 
professional skill, literary attainments, practical knowledge and in- 
flexible integrity, eminently qualify him for the position which he 
occupies. He has labored with unwearied assiduity to perfect its or- 
ganization, and to impart to its workings vitality and success. And 
how any man not actuated by motives of political vindictiveness, can 
for a moment doubt the necessity of the office, is to me a matter of 
astonishment. Instead of the vituperative epithets which have re- 
cently been applied to him, by partizan politicians, he will be hailed 
by the rising generation as a benefactor for his instrumentality in es- 
tablishiag the free, school system, which will be considered one of the 
proudest monuznents of the intelligence and patriotism of the people 
of the State. 

In some States the system of Public Schools has been elaborately 
adopted, and the results have been prodigious. Our system is yet in 
fehe chrysalis state. But it is full of hope and promise. And is it 
10 



146 MARYLAND EDUCATIONAL JOURNAL, 

possible that jDeople will be so credulous as to be so influenced bj^ dema- 
gogues as to destroy it in its infantile condition, and consent to return 
to the old system, which was a disgrace to the State? If education is 
one of the pillars of national prosperity, and determines to a great 
extent our moral and future destiny, is it not good policy and sound 
economy for the people to submit cheerfully to the imposition of ad- 
ditional taxation for the support of Public Schools. 



RECONSTEUCTION. 



For reasons useless to enlarge upon, but which we think will be 
apparent, we have been reluctantly compelled to omit the "Editorial 
Committee" names which have appeared on this Journal. We desire 
to convince all that the Journal is based on a broad and liberal foun- 
dation, with. nothing clannish about it. We desire that it shall be the 
exponent of all interests in the State, and therefore we have entered 
into an arrangement with that whole-souled, energetic, experienced 
and popular educator, Kev. Dr, C. K. Nelson, of St. John's College, 
whose name appears on this number, and who will hereafter lend his 
valuable aid in endeavoring to build up an acceptable Maryland Edu- 
cational Journal. We want several hundred additional subscribers 
immediately. (^See Circular.') 

Dr. Nelson will in the next No. fairly take hold and make his mark 
on the Journal. z. 



More Valuable than Treasury Notes. — How that old cynic, Sam 
Johnson, would have revelled through Webster's massive new Una- 
bridged ! How he would have gloated over its magnificent letter-press 
and its illustrations, beautiful as new Treasury Notes, and much more 
valuable to the student. The Merriams have incurred a fabulous ex- 
pense in having the whole work rewritten, reset, recast, and repub- 
lished. It is not a mere revision, but a reconstruction. To insure 
excellence in typography, it comes from the Riverside Press, which is 
all that need be said about its mechanical execution. It is a marvel- 
ous specimen of learning, labor, research, and taste. It is by far the 
greatest literary icorh of the age. — Baltimore American. 



A SCHOOL AND FAMILY JOURNAL. 14Y 

Local School Intelligence. 

[It is higlily desirable to present as much under this head as can be 
had, but as we are not omnipresent, must depend oh friends of the 
<5ause to communicate.] 



Baltimore County Teachers' Association. — This Association, 
-(says the Baltimore County Free Press of July 24,) composed of the 
teachers of the Public Schools of Baltimore county, convened in Bal- 
timore on Friday and Saturday of last week, at rooms of the Young 
Men's Christian Association, No. 160 W. Baltimore street, Samuel 
ilinggold, Esq., President, occupying the chair. . The regular exer- 
cises of the association consisted of the discussing of the different 
-methods of teaching, addresses, &c. A well written article by Miss 
Emily Day, upon the subject of teaching as a profession, was read 
during the session. 

By request, the association was addressed by Kev. Dr. Van Bokke- 
len, State Superintendent of Public Instruction, with reference to the 
many advantages derived from the present school system, which was 
listened to with deep attention. Thej were also addressed by Prof, 
-M. A. Newell, Principal of the State Normal School. 

The association have established a library at the county building. 
No. 21 North Calvert street, and have elected Wm. M. Soper, Esq., 
•Secretary of the County School Board, as librarian. The asscciation 
meets again in November next. 



°In Talbot county meetings have recently beeaa held by th« 
people, and in every case preparations were made to improve th^s 
-school houses. The Easton Stcuf says; 

"These meetings indicate the interest which the people are taking 
in their schools, and afford us a hopeful sign that they do not mean 
that tlie cause of education shall receive the neglect, in the future, 
with which it has been treated in the past. That larger school ac- 
'commodation is demanded in so many of the districts, is a matter for 
congratulation ; and to whatever cause the increased attendance is at- 
tributable, every friends of popular instruction must rejoice that a 
.greater number of children than ever before are now enjoying the ad- 
vantages of our public schools. Whateve-r may be the merits or the 
•defects of the present school law, and on this subject men may very 
honestly differ, there is reason to believe that the schools of this county 
are in a better state of efficiency than before the inauguration of the 
system under which they are now working." 



148 MARYLAND EDUCATIONAL JOURNAL, 

j^^Our friends of St. Marj's and Charles are awake to the im- 
portance of home schools. The Leonardtown Gazette says: 

"The examination of the pupils in the public schools of our county 
which was had last week, preparatory to the summer vacation, resulted 
in showing, we are pleased to learn from reliable sources, that the 
present school system is working admirably and approaching the high- 
est point of efficiency. The different reports of teachers show, we 
learn, that a larger number of pupils are in attendance upon our pub- 
lie schools than was ever known before, and it is patent to the least 
observant that the schools novf are better conducted and the children 
better taught than under any previous system of instruction we have 
ever had. Much of this improvement is due, of course, to the merits 
of the new system itself, but something of it is also due to the capacity 
and energy of the county superintendent. Whatever the fate of the 
present school system, the people of St. Mary's will have just cause 
to remember with gratitude the labors of Dr. Bunting and his assist- 
ants in behalf of pojnilar education in our county." 

The Port Tobacco Times speaks of the examination of the pupils 
of the public school in that village and says ; 

' 'The exercises were very creditable and showed a high state of 
proficiency among the scholars. At the close of the exercises, Geo. 
M. Lloyd, Esq., the excellent teacher of the school, delivered a most 
feeling address, in which he took occasion to allude to the death of 
some of their classmates, and closed by bidding thera an affectionate 
adieu." 



Western Female High School. — At the recent fifteenth annual 
commencement of the Western Female High School, the order of ex- 
ercises was as follows : Scripture, by Miss E. Gist ; Salutatory Ad- 
dress, (What Should Girls be Taught,) composed by Miss S. E. 
Barnes, read by Miss S. S. Taylor; Beauties of Science, composed 
by Miss A. W. Pviley, read by Miss A. Wolf; Honorary Address, 
(Ballads,) by Miss Ballard; French Composition, (Order,) by Miss 
Henrix; Valedictory Address, by Miss Kate Baum, read by Miss M. 
McCauley. The young ladies receiving Peabody medals were : First 
grade — Misses Julia Ballard, Kate Baum, Saltna E. Barnes, Florence 
M. Henrix and Lizzie Lauer. The second grade were : Misses Annie 
B. Wolf, Matilda Lauer, Ella R. Gist, E. Ada Preston, Ella L. Ha- 
gan and Matilda E. Frazier. In addition to this, the young ladies 
received tickets admitting them to the lectures of the Peabody and 
Maryland Institutes. 



A SCHOOL AND FAMILY MONTHLY. 149 

Baltimore Countv. — The Commissioners' reports show an attend- 
aiice during the summer term of 2,553 boys and 2,449 girls; total, 
5,002. The number of principals and assistants, 141. Amount paid 
for teachers' salaries, ^13,532.50; for incidental expenses ^494.15 ; 
total ^14,024.55. There are eight schools in the county, each of 
which numbers over one hundred pupils. Tlie number of pupils at- 
tending for the corresponding term last year w^as 4,812, taught by 129 
teachers. This shows an increase of nearly 200 pupils and 22 teach- 
ers — a very conclusive evidence that the benefits of our excellent 
school system are being availed of by the public, and that the School 
Commissioners are determined to have the teaching force fully equal 
to the demand made upon it. 



Talbot County Teachers' Institute — Circumstances have pre- 
vented an earlier notice of what we feel sure was a most interesting 
and profitable meeting at Easton in May. We have however now 
nothing but generalities about it. Doubtless there were instructive 
addresses made and model lessons given which would be suitable for 
these pages. For example, Prof. Newell lectured "on the right and 
wrong methods of keeping school." "Reading by word method" 
seems to have been well illustrated. History and Geography illus- 
trated by a method of teaching chronology invented by Dr. Gregory 
and Dr. Gray. [But the system now being developed in these pages 
is far superior to that of Dr. Gray, or M. Gregory Von Fenaigie.] 
Arithmetic, Grammar, and various other matters received due atten- 
tion. The attendance was large and the session continued for five 
days. A series of resolutions was passed at the close, expressive of 
a sense of their high estimate of such institutes, of thanks to Prof. 
Newell — Dr. S. A. Harrison, President of the Board of School Com- 
missioners, for his continued and unflagging energy in the great cause 
of education — to Dr. Booth, of Caroline, and to Dr. Van Bokkelen, 
Dr. Nelson, &c. 



Harford County. — A Teachers' Institute was held in Belair first 
week in August, at which, as we learn from the >i33gis, the exercises 
were very entertaining and instructive, and cannot fail to be of infinite 
advantage to those engaged in teaching. During the week able and 
instructive lectures were delivered by Mr. Van Bokkelen, the State 
Superintendent of Public Schools, and the Rev. Thomas S. C. Smith, 
Superintendent of the county, as also by Prof. Newell and the Rev. 
John McKelway, Principal of the Belair Academy. The various 
teachers of the county generally attended, and took much interest in 
the proceedings, and many of them gave strong proofs of their pro- 
ficiency as teachers, and all of them, we believe, creditable proofs of 
their future usefulness as instructors. We cannot close this short no- 
tice, says the iEgis, without bearing testimony to the efficiency, energy 
and ability with Vv^hich the Rev. Thos. S. C. Smith has performed his 
duties as County Superintendent since he has held the position. 




150 MARYLAND EDUCATIONAL JOURNAL, 

The Analytic Method of Teaching. 

An Address delivered before the Maryland State Teachers^ Association, 
Annapolis, July 9, 1867. 

BY PROFESSOR WILLIAM LOGAN BAIRD. 

F late years the country has been flooded with school books, 
professedly on the analytical system, many of which, to a 
certain extent, are so, while of others it may truly be said, 
that their compilers knew nothing of analysis saving the 
word itself. These books have met with great favor among 
teachers, and not a few maintain that this is the best method 
of imparting instruction ; and, in proof of its being so, point 
to the fact that a child cannot move one step forward, when instructed 
in this way, without fully understanding all it has previously gone 
over. As we advance in the discussion, we hope to show that the 
argument is not worth much, if true, which it is not. 

We have accepted the term analytic as we find it popularly used, 
and do not intend here to discuss the propriety of applying it to the 
method spoken of, but shall proceed to combat the method itself. 
And first: It is contrary to the order of nature, as manifested in the 
development of the mind. The mind of a child is void, and destitute 
of the material of thought. Hence the first want of the mind is the 
knowledge of things, of phenomena, the food of the mind ; for all 
thought proceeds by comparison, and without subjects for comparison 
there can be no thought. Hence it is that a child is so inquisitive, 
so anxious to see and examine every new thing that is placed before 
it. Nor will it delay to inquire why or how things are so ; it is more 
interested in knowing that they are just as they are. The tendency 
of the mind which next manifests itself most strongly, is the syn- 
thetic. Having acquired knowledge, we have a desire to classify it, 
to reduce it to order and build up systems of knowledge ; and lastly, 
as we become less observant and more reflective, analysis becomes 
prominent. We take to pieces that we may examine more carefully 
and know more thoroughly. 

If we turn from the individual to nations, we find the same order 
of development. Nations emerging from barbarism do not begin with 
elaborate works on criticism and logic. They begin as the child does 
in acquiring the knowledge of things and the use they can convert 
them to. As time rolls on and knowledge increases, they reach a new 
stage in their development. Poets, historians, orators and statesmen 
arise. The phenomena of nature are classified and natural philosophy 
is the result. But all this time there has been no rigid analysis, and 



A SCHOOL AND FAMILY MONTHLY. 151 

rules formed for tlie guidance of the poet and orator, the painter, 
sculptor or architect. What did Homer, Pindar or j35schylus know of 
the art of poetry ? They sang from full minds as nature prompted 
them, little regarding the possibility of their being right or wrong in 
this or that point of criticism. We go farther : there could be no art 
of poetry, no laws of art-criticism, no rhetoric, no logic, if there 
had not been poems, works of art, orations and elaborate arguments, 
which could be leisurely studied and analyzed, and thus the laws 
which governed their construction arrived at. 

We do not mean to say that in this natural order of development 
any of the proclivities of the mind are in abeyance. All are in full 
play, and each proclivity shows itself at every period of life. What 
we claim is, that in childhood the desire of acquisition p7'e(?07)u«o;es ; 
following upon that, the synthetic tendency manifests itself most 
strongly, and last the analytic. 

Now we hold that it is the business of the teacher to work with na- 
ture, and not against it — to take advantage of the proclivities of the 
uiind at the different stages of its progress, and render them subservi- 
ent to the scholar's advancement : and consequently, if we are right 
in the view we have taken of the natural order of development, the 
analytic method runs counter to nature, and will retard the scholar 
and discourage him at the very outset of his course. Let us illustrate 
this by some branch of science, mathematics for instance. Would 
any teacher put analytical geometry in the hands of a boy before he 
had taught him Euclid or Legendre ? Not at all. Here he will follow 
the order of nature. The boy has already become familiar with lines, 
angles, triangles, all the figures known to geometry, by observation. 
Availing himself of this, the teacher begins with a few definitions of 
things well known and half a dozen elementary truths, and by a series 
of vigorous demonstrations builds up a system of geometrical truth. 
This once mastered by the student, he is prepared to enter upon 
the study of the same body of truth analytically. The history of the 
science of mathematics shows this to be the true method. The mathe- 
matics of the ancients were almost entirely synthetic. The analytical 
mathematics are the product of modern times, the result of the labors 
of the ancients. If this is true of mathematics, why should it be 
different in other branches of learning ? Why trouble a child with an 
etymological spelling book, and the analysis of words, before it has 
learned the words themselves and how they are spelled ? Why teach 
a scholar to analyze sentences before he has learned to construct them 
properly? The principle is the same, whatever be the subject of in- 
struction; build it up into a system of practical truth first, and then, 



152 MAKYLAND EDUCATIONAL JOURNAL, 

if there be time and opportunity, some attention may be given to the 
analysis of it and the pointing out of those general principles which 
underlie it and giye it form. 

But further. What is the purpose of education ? Is it simply to 
impart to the scholar a certain amount of knowledge, which can at 
once be turned to account ? If this be so, then there is force in the 
argument to which we have already alluded, that every step in ad- 
vance compels a thorough knowledge of all that has preceded it. But 
we cannot admit this view of the subject. We take him to be the 
best teacher who, looking upon the mind as a field to be cultivated, 
thoroughly prepares the soil and plants the largest amount of seed 
that will germinate, grow and produce fruit. Train the intellectual 
faculties to labor, excite a thirst for knowledge, and plant in the mind 
the elements of thought, viz : the elementary truths of science and 
the phenomena from which they are deduced, and in its own time the 
mind will work them up and take a firm grasp of the whole subject. 
Any observant teacher will, I am sure, agree with me in saying that 
few scholars, however attentive they may be, have any proper con- 
ception of geometry after they have gone over it once or twice. They 
know that this and that has been proven, but the whole body of it is 
contained in the mind in disjointed parts ; there is no proper concep- 
tion of the unity and compactness of the whole ; nor would there be 
if it were gone over again at once. Let other subjects of study be 
taken up by him, however, and carried on for some time, and then let 
him return to the geometry. He will be astonished at himself; he 
wonders he never saw that before ! he is surprised he should have 
been so stupid as not to see that it is a whole, and the different propo- 
sitions only the parts of which it is composed. His previously ac- 
quired knowledge of it has grown in the mind and assumed its proper 
relations, and he is amazed he did not always know and understand 
that which now appears so plain and simple. 

And so it is with every other branch of study. By patient study 
we acquire a knowledge of the parts which combine to make the 
whole, and then we in time see the relation these bear to one another 
and how they unite to make a distinct branch of science. And in 
doing so, all the intellectual faculties are brought into active opera- 
ration and strengthened by the exercise. Now in fact the analytic 
method has no advantage over the synthetic in the amount of know- 
ledge which can be imparted upon any given subject in a limited '^me, 
but the contrary. For at every step it is retarded by the fact that the 
pupil is destitute of the knowledge that is necessary to a full understand- 
ing of what is said, and the consequent necessity of the elaborate 



A SCHOOL AND FAMILY MONTHLY. 153 

explanation of terms, which would be comprehended at once by one 
who had acquired a knowledge of the subject by a different process. 
Suppose English grammar is the subject of study. The pupil is at 
once made acquainted with such terms as the grammatical subject and 
predicate, the logical subject and predicate, and other equally high 
sounding phrases and definitions, requiring the most elaborate expla- 
nation themselves before they can be made at all available in instruc- 
tion, and which can only be fully understood by one who has made 
considerable advancement in mental philosophy. The time thus spent^ 
if properly used in teaching the different parts of speech, and how to 
combine them properly in sentences, would have given the pupil a 
thorough practical knowledge of grammar, and, at the same time, 
have laid the foundation of that higher knowledge v.'hich, when once 
acquired, would have made the analysis of the language a compara- 
tively easy task. How many of the authors of these analytical gram- 
mars know that the European grammars, after which they are copying, 
were prepared for university students, by professors who were deeply 
read in philosophy, and wished to make the results of the most care- 
ful study of the phenomena of the mind available in explaining the 
subtleties of grammar. They finished their course of instruction with 
this fine and intricate analysis. We begin with it, and discourage the 
scholar at the outset by putting him upon that which he cannot com- 
prehend, and which must for a long time be to him words and noth- 
ing else. 

Etymological spelling books are no better. Why require a child to 
spend its time in learning affixes and suffixes — in learning the Latin 
and Grreek prepositions, and much more that is paraded in these books? 
It knows nothing of Latin and Greek, and has not made that advance- 
ment in knowledge which can render the analysis of words profitable 
to it. What it wants is to know how to spell. As to the rest, if it 
ever studies Latin and Greek, and becomes interested in philological 
studies, it will soon become acquainted with all this and much more, 
and without feeling that it is doing unprofitable and irksome work ; 
and, what is of more importfince, will know it as it should be known. 

We advance a step farther. While the analytic method is inferior 
to the synthetic for the purpose of imparting instruction to the young, 
it also has a tendency to weaken the mind and dissipate it, whereas 
the purpose of instruction is to strengthen and concentrate the intel- 
lectual faculties. This follows as a consequence of the view we have 
taken of the natural order of development, for whatever is against 
nature must necessarily be injurious. But besides, there are reasons 
existing in the character of the analytical processes which must make 



154 MARYLAND EDUCATIONAL JOURNAL, 

it so in the case of the young. In analysis we take to pieces, and 
examine each fact, each principle by itself, disconnected from all others, 
and thus, step by step, we go back to the ultimate fact or principle : 
and having in this way become more thoroughly acquainted with the 
subject, we lay the foundation for a more complete synthesis, and es- 
tablish the laws which goTern it. Now, in this operation, the mind 
is not required to hold much in its vision at any one time, and the 
processes are so easy that no great exertion is required to reach the 
final result. It is different where we construct : then the attention is 
directed to many things at once, and the entire power of the mind is 
called forth in its endeavor to comprehend the whole and see each part 
in its proper relation. This tendency of the two processes was clearly 
seen and felt by Sir Isaac Newton, who, in advanced life, expressed 
his regret that he had used the analytic processes in mathematics so 
much in the prosecution of his studies ; and in giving a reason for his 
regret, drew a distinction that is too little regarded by educators gene- 
rally — the difference in mathematics as an instrument for the advance- 
ment of science and an instrument of education. As an instrument 
for the advancing of science, the analytical processes are to be pre- 
ferred, because they are simple and direct. A few formulae, easy of 
application, give the desired result and scarcely tax the attention while 
applying them. To arrive at the same results by the synthetic pro- 
cess, would require a long train of closely compacted argument, end- 
ing in a rigid demonstration. The mind, in the one ease, is scarcely 
exerted at all : in the other, the attention must be rigidly fixed^ and 
the intellectual faculties are brought into active and healthful opera- 
tion. The primary object of education being to train the mind, that 
method of study which calls for the closest application is certainly the 
best, and to be preferred to one which scarcely taxes the attention at 
all, or only for a short time. 

Another disadvantage of the analytic process, is that it proceeds 
almost entirely by definition, and when the student has reached the 
end of his course his mind is stored with a series of vaguely compre- 
hended and illy understood definitions, but not with the matter itself. 
The effect of this is obvious. It produces a disposition to be satisfied 
with the semblance of knowledge and to indulge in frivolous distinc- 
tions, where the desire should be for positive knowledge and a clear 
comprehension of the subject. 

If we are right in the view we have taken, it follows, as the neces- 
sary result, that analysis must hold a secondary place in elementary 
education, and be made adjunct to synthesis. But in higher educa- 
tion it assumes a more important place, for it then becomes the means 
of more minute and thorough investigation than was possible at the 
beginning, and thus contributes greatly to the advancement of know- 
ledge. 



A SCHOOL AND FAMILY MONTHLY. 155 

Correspondence. 

We continue to receive cheering letters from intelligent gentlemen 
in various parts of the State, usually accompanied with the money, 
and often with valued suggestions. 

From such a letter now before us, we make the following extracts, 
which the writer will please excuse i^ro bono publico ! 
• "I believe nothing but good can come from the circulation of a 
well conducted Educational Journal of high grade. But it should be 
brought to bear upon all the teachers in the State, those in colleges 
and private schools, as well as upon the teachers in the male and fe- 
male public schools. Having myself taught in the public schools of 
Maryland and Delaware, I satisfied myself years ago, that as a gene- 
ral remark, teaching, as a science and as an art, is more studied and 
better understood by the public school teachers than by a very large 
body of teachers in colleges and private schools. It is not necessary 
to ask why this is so, but I am satisfied that in the two great branches 
of a teacher's duty, viz : to establish and enforce discipline, to teach 
a class any specified lesson, either by giving out a new topic or having 
a recitation upon a studied topic, the most expert and skilled artists 
are ouv first class public school teachers. 

"I will venture to dot down from my memorandum book a few 
points which have seemed to me worth a careful thinking over, which 
may perhaps be of use to some one at a future day, and which may 
also, perhaps, furnish thought for articles for publication in the Jour- 
nal, as follows :— 

1. Best styles of school architecture, and best methods of warm- 
ing, lighting and ventilating school rooms. 2. Best arrangement of 
teachers' and scholars' desks upon ground plans. 3. Wall maps and 
diagrams, which are the best in Geography, History and Natural 
Science? [Every teacher should try to learn to draw ; drawing is a great 
assistance in class illustration.] 4. Children's postures in study and 
in recitation. How long should a recitation last for children 8 — 10, 
from 10 — 12, and 12 — 16 years of age? How long can an "average 
child" give necessary attention? 5. On use and abuse of concert 
recitation. 6. A series of criticisms upon the most commonly used 
spelling, reading, arithmetic, geography and history text-books. 7. 
English grammars, old and new. 8. How to teach composition and 
declamation to both sexes. 9. Are not the oral method and the now 
fashionable object method, liable to abuse? [Among other things, we 
are expected to teach, parents expect us to teach their children to study 



156 MARYLAND EDUCATIONAL JOURNAL, 

hooks, and to grow fond of such use of books. Is not this lost sight 
of in the modern oral method] ? 10. Of novels and newspapers in 
schools, how far may these be allowed? 11. Of in door and out door 
gymnasiums. 12. As tobacco is banished from female schools, why 
is it tolerated in boys' schools, in its use by teachers or scholars? 13. 
Of noisy and quiet school rooms. 14. Of teacher's eye, voice and 
postures in their influence upon his pupils. 15. A model day, in a 
model school. 16. Teachers must visit parents when this is practi- 
cable. 17. Of the ALTERNATION of quiet study, with vocal recitation, 
manual work, as cyphering, writing, drawing and gymnastics and 
singing, as means of securing quiet in school when this is particularly 
■necessary. 18. Why pupils, old and young, icJiisper and fidget in 
class. 19. Muscular movement and speech are necessary and almost 
uncontrollable instincts in the young. These instincts must be wisely 
directed and utilitized by the scientific instructor. 20. Best books 
on teaching and school keeping for the young teacher. 21. How to 
develop love for truth, order, punctuality and personal decorum in our 
pupils. 22. Young Americanism — is it a product of our schools : 
has it originated within or outside of our schools? 23. Value to us, 
of the biographies of eminent teachers. [Stanley's life of T. R. Ar- 
nold has inspired many teachers with their first clear ideas of a teacher's 
work and privileges.] 

"My own conviction is a growing one, that it is fair to judge that 
a professed teacher can and does teach successfully if he or she loves 
the school room. To love to do what we do 2'jell and easily, seems to 
be an essential character of our intellectual nature. The pleasure 
which springs from conscious success is as constantly experienced by 
the real teacher, as it was by Michael Angelo, when he finished each 
master-piece of his art, or by Raphael, as the canvass grew into im- 
mortal beauty beneath his skillful pencil. But as study and love for 
his art, a profound mastery of outline and color, much research, con- 
templation and repeated attempts at self-improvement, were needed 
by sculptor and painter, so do we into whose hands your Journal 
comes need the same self- tuition." 



|^°*I have always admired that law of the Icelanders, which makes 
the court inquire, when a child is accused, whether the parents have 
given the offender a good education. And if not, the court inflicts 
the punishment on the parents. 



A SCHOOL AND FAMILY MONTHLY, 157 

The Sunday School. — Teachers of day schools should not be un- 
n)indful of the progress of aifairs in the Sunday school world. They 
could learn much by reading Sunday school journals and manuals, 
and also by attending Sunday School Conventions — such as are now 
being statedly held in various localities. The live Sunday school 
teacher acts with a full conviction that he has only one hour a week 
to produce results, and consequently he brings all the powers of his 
mind and body into action. He teaches, so to speak, on a high pres- 
sure principle, which many more of our day school teachers would do 
well to imitate — many are doing so and many are in turn giving good 
lessons to the Sunday school teacher. 



Notice. — Most of the articles which appear in this Journal are 
original, prepared expressly for these pages. Editors of other jour- 
nals are invited to copy whatever they choose, either with or without 
the usual credit. We are not so sensitive on that point as some of 
our cotemporaries. We labor for the common good, and not for self- 
laudation. 



,^^"We expect to introduce hereafter, as a feature in our Journal, 
an editorial head for familiar chit-chat with the reader, which will, we 
trust, be promotive of a better acquaintance between us. 



Officers of the Maryland State Teachers' Association for 
1SQ7 .—Pres{de7it—Dr. G. K. Nelson, of St. John's College. First 
Vice-President — Wm. R. Creery, of Baltimore. Second Vice-Presi- 
dent — H. L. Mendenhall, of Calvert, Recording Secretary — A. F, 
Wilkerson, of Baltimore. Corresponding Secretary — Wm. Galla- 
gher, of Kent. Treasurer — Alexander Hamilton, of Baltimore. 
Executive Committee — Messrs. Baird, Newell, Elliott, Mills and 
Trainor. 



course of the editors of the Baltimore Sun in lending their 
powerful aid to the cause of public education, is praiseworthy, and 
will be appreciated. 



158 MARYLAND EDUCATIONAL JoURNAIj 

For the Young Folks ! 

Ji@^A schoolmaster tells the following "good one." I was teach- 
ing in a quiet country village. The second morning of my session I 
had time to survey my surroundings, and among the scanty furniture 
I espied a three-legged stool- "Is this the dunce-block?" I asked a 
little girl of five. The dark eyes sparkled, the curls nodded assent, 
and the lips rippled out, "I guess so — the teacher always sits on it." 



four year old went to church on the Sabbath, and when he 
got home his grandmother asked him what the minister said. 
"Don't know," said he^ "he didn't speak to me." 
A good many older people might answer in the same way about 
some of the preaching that is preached— it isn't addre,ssed to anybody! 



"A school master engaged in tea'ching an urchin to cipher on 
the slate was taken aback by the following poser from the precocious 
pupil ; "Whar d-o all the figures go to when they are rubbed out?" 



A Fable.-— A young man once picked up a sovereign lying in the 
road. Ever afterward, as he walked along, he kept his eyes stead- 
fastly fixed on the ground, in hopes of finding another. And in the 
•course of a life he did pick up, at different times, a good amount of 
gold and silver. But all these days, as he was looking for them, he 
saw not that heaven was bright above him, and nature beautiful 
around. He never once allowed his eyes to look up from the mud and 
filth in which he sought the treasure, and when he died, a rich old 
man, he only knew^ this fair earth of ours as a dirty road to pick up 
money as you walk along. 



jS^yVe once overhee.rd a tallow-faced man say that he could not 
' ' shovel " the pork and potatoes into his mouth fast enough to keep his 
jaws in motion! Such a person would make a valuable adjunct to 
a gravel train ! 



A SCHOOL AND FAMILY MONTHLY, ' 159 

Book Notices and Notices of Exchanges. 

Crittenden's Commercial Arithmetic and Business Manual is 
the title of a neat book of over 200 pages, containing much practical 
information, and many useful rules, respecting balancing accounts, 
fractions, per centage, interest, money, weights, and measures, busi- 
ness forms, &c., of service in business life. S. H. Crittenden & Co., 
Philadelphia. 

The Metric System of Weights and Measures, prepared for Rob- 
inson's series of Arithmetics. Messrs. Ivison, Phinney, Biakeman 
& Co. give special attention to this soon to be generally introduced 
system. 

Guyot's School Geographies embrace one of the most sensible sys= 
terns of map drawing as yet suggested— -besides other excellencies. 
C. Scribner & Co. 

Smith's Hand Book of Etymology — A. S. Barnes & Co., N. Y.— 
has various excellencies, which must be seen to be appreciated. 

The American Naturalist, Salem, Mass., at ^3 a year, covers a 
new field in this country, and is printed and illustrated in the highest 
style of art. Invaluable to all who wish to keep informed of the latest 
discoveries in Natural History. 

American Agriculturist, N. Y. — The wonder is how this publican 
tion keeps up its astonishing freshness and attractiveness for so little 
money. It is profusely illustrated. 

American Farmer, Baltimore. — This sterling old agricultural pa- 
per, though during the war under a cloud, has since come out neat as 
a pin, and is deservedly prospering. 

The Sunday School Times, Philadelphia ; Sunday School Teacher, 
Chicago; Sunday School World, Philadelphia, and Sunday School 
Journal, New York, though mainly devoted to Sunday school mat- 
ters, will be found of great use to the secular teacher, as well as of 
interest in the family. 

The Artisan, New York, is a scientific and mechanical paper that 
is deservedly growing in popular favor. The old Scientific American 
may well look out for its laurels. 

Colton's Outlines of Physical Geography — quarto — is one of the 
improved Geographies well worthy of careful examination by all teach- 
ers who wish to keep up with the times. Ivison, Phinney, Biakeman 
&Co., N. Y. 



1P)0 MARYLAND EDUCATIONAL JOURNAL, 

The Little Corporal, Chicago, and Little Chief, ludianapolis, 
are two publications of merit for young folks, showing that the great 
west bids fair rapidly to excel the east in this class of journals. 

The Student and Schoolmate, Boston, is a spicy magazine, stand- 
ing second to none in real value to the young people of our land. 

Our Young Folks, Boston, is an illustrated magazine for boys and 
girls, that don't come quite up to its promises or quite meet all its en- 
gagements. Otherwise good. 

The Atlantic Monthly — Ticknor & Fields, Boston — a large first 
class monthly at ^4 a year. 

Daughaday's School Visitor, Philadelphia, at f 1.25, and River- 
side Magazine, N. York, at ^2.50, are two flashily illustrated maga- 
zines for young people well worth sending for. 

Tee Phrenological Journal, N. Y., is an enterprising journal 
full of quirks and cranks, enough to keep anybody awake this hot 
weather. 

Hall's Journal op Health, N. Y., is the most sensible and at the 
same time the most egotistical publication of its class in America. 

The Nursery, Boston. — This is a unique publication for the little 
ones, standing alone in its sphere, and must be seen to be duly appre- 
ciated. 

The Mothers' Journal, New York, commends itself to all mothers 
in the land for real excellence and unpretending merit. 

The New Dominion, Montreal, Canada, by John Dougall & Son — 
monthly — $1 a year- — a new magazine of 64 pages reading matter. 

Long's Monthly Letter. — This is something unique, being a 
monthly pen letter individually addressed, specially for young folks, 
on matters of vital importance, and calculated to be of great utility. 
Address Rev. Edwin Long, 1210 Chestnut street, Philadelphia. 

The following Educational Journals are each and all excellent, and 
have individual merits which renders it difficult if not invidious to de- 
cide between them. Every one of them should be read by every 
teacher : — Illinois Teacher, Peoria — Michigan Teacher, Ypsilanti — 
Massachusetts Teacher, Boston— Ohio School Journal, Columbus — • 
Pennsylvania School Journal, Lancaster — Educator, Williamsport, 
Pa. — American Educational Journal, New York — Minesota Teacher, 
St. Paul — and last, not least, the Maryland Educational Journal, 
Baltimore. 

[;,^^WheD we see more of them, we will pay our respects , to the 
newspapers of Maryland. Would be glad to receive all of them.] 




AMEKICAN^ 

OF 

SCHOOL & COLLEGE TEXT-BOOKS, 

PUBLISHED BY 

IVISON, PHINNEY, BLAKEMAN & CO., 

47 and 49 Greene Street, New York. 



The large and increasing sale of these books — the emphatic commendations of 
hundreds of the best teachers of the country who have tested them in the classroom, 
and know whereof they affirm, amply attest their real merits, and fully commend 
them to general favor, and the confidence of every thorough and -practical teacher. 

Among the leading and most popular books of the above Series, the following 
may be named, viz. : 

TJIsriOIsr READERS. 

By 0. "W. SANDEES, A. M., and J. N. McELLIGOTT, LL.D, 

The Union Readers are not a revision of any former Series of Sanders* 
Jteaders. They are entirely new in matter and illustrations, and have been pre- 
pared with great care ; no time, labor or expense having been spared to make them 
equal, if not superior to the very best Series in use. 

In Orthography and Orthoepy, the books of this Series conform entirely to 
"Webster's Newly Illustrated and Revised Quarto Dictionary, recently published. 



PRIMARY HAND CARDS, G in a set. 
PRIMARY SCHOOL CHARTS, large, for the 

School -room, 8 Nos. on four cards. 
PICTORIAL PRIMER, beautifully illustrated. 
PRIMARY SPELLER. 

NEW SPELLER, DEFINER and ANALYZER. 
UNION SPELLER. 



UNION READER, Number One, 96 pp. 
UNION READER, Number Two, 208 pp. 
UNION READER, Number Three, 264 pp. 
UNION READER, Number Four, 408 pp. 
UNION READER, Number Five, 480 pp. * 
UNION READER, Number Six, 600 pp. 
ANALYSIS OF ENGLISH WORDS. 



* This is a neiv and superior book, just published, as an Intermediate Reader, between the 
Union Fourth and the. former Union Fifth Header; the latter having its title changed to "The 
Rhetorical, or Union Sixth Reader." 



KerFs Ne~w Series of Gran\ii\ars. 

For simplicity and clearness, for comprehensive research and minute analysis, 
for freshness, scientific method and practical utility, this Series of English Gram- 
mars is unrivalled by any other yet published. The Series consists of — 

Kerl's First Lessons in Gra^nmar. A book for Beginners, and intro- 
ductory to the Common-School Grammar. 

JKerl's Co'intnon- School Grammar. A thorough, complete, and practical 
work for Common-Schools and Academies. 

Kerl's Coiwprehensive Grammar. To be used as a 6oofc o/ reference. 

^J^^JLerVs Grammars are fast becoming the leading standard Text-books 
on the English language, and they are rapidly acquiring a very large circulation, 
being already used in the Public Schools of New York City, Boston, Cambridge, New 
Haven, Baltimore, Washington City, St. Louis, Chicago, Milwaukie, Grand 
Rapids, Davenport, Lowell, Nrw Bedford, Fall River, Bridgeport, Jersey City, 
Wilmington (Del.,) Lexington (Ky.,) and hundreds of smaller towns, and prominent 
institutions of learning throughout the country. 

(OVEK.) 



PTJBLISHED BY IVISON, PHINNEY, BLAKEMAN & CO. 

Robinson's Complete Mathematical Series. 

With the improvements and additions recentlv made, this Series is the most 
complete, scientific and practical of the kind published in this country. The books 
are graded to the wants of Primary, Intermediate, Grammar, Normal and High 
Schools, Academies, and Colleges. 

Progressive Table Book, I !N'ew Elementary Algebra, 

Progressive Primary Arithmetic, [ Ifew University Algebra, 

Progressive Intellectual Arithmetic, — ~ - ~ ■ 

Eudiments of Written Arithmetic, 
Progressive Practical Arithmetic, 
Progressive Higher Arithmetic, 
Arithmetical Examples, 



"Sew Geometry and Trigonometry, 
Uew Analytical Geom. and Conic Sect. 
liew Surveying and E"avigation, 
Jiew Diff. and Integ. Calculus, 
University Astronomy, 



^©* KEYS to the Arithmetics, Algebras, Geometries, and Surveying, are 
published for the use of Teachers only. 

Mohinson' s Series, in whole or in part, ^as oeen adopted, and is now 
in use, m the Public Sctiools of New York City, Trot, Schenectady, Utica, 
Stracdse, Adburn, Rochester, Detroit, Grand Rapids, Adrian, Kalamazoo, Ann 
Arbor, Chicago, Galesburg, Rockford, Joliett, MmwACKiE, Madison, Janesville, 
Ft. Wayne, Minneapolis, St. Paul, Winona, St. Anthony. Davenport, Keokuk, 
Burlington, Erie, Lexington, Springfield, Hartford, Middletown, Bridgeport, 
Providence, San Francisco, Memphis, Nashville, Savannah, and hundreds of other 
large Cities, Towns, and Literary Institutions in all the States 

THE METRICAL SYSTEM OF WEIGHTS k MEASURES, 

Full, practical, and adapted to the wants of business men, has been added to 
Robinson's Itiidiments, Practical and Higher Arithmetics. 

There has been aiso inserted m Per Gantage, iu the Higher Arithmetic, 
several pages on the different kinds of U. S. Securities, Bonds, Treasury JS'otes, Gold 
Investments, Currency, etc., with Practical Examples. 

This change and addition will nod interfere in the use of the book with previous 
editions of the same, and will fully meet the present wants of the schools, and of 
business men. 

' It is one of the best methodical introductions of the Metric System to practice in the school- 
room that we have seen. The others are mainly descriptions of that system ; this is the system 
itself, as far as it goes." — Pennsylvania School Journal,. 

" I have given your work in the Metric System a hasty examination, and am very much pleased 
•with it. It is by far the clearest and most practical exposition of the New System of Weights and 
Measures that I have seen.' — Newton Bateman, Supl. of Pub. Inst, Ills. 



Webster's Sctfool Dictioi\aries. 

This popular Series is very justly regarded as the only National standard authority 
in Orthograjyhy , Definition, and Fronunciation. At least four-fifths 
of ail the School ijooks published iu this country own Webster as their standard ; 
and of the remainder, few acknowledge any standard. 



Webster's Army & Navy Pocket 

Dictionary, 
"Webster's Pocket Dictior^ary, 
Webster's Priin. School Dictionary 
Webster's Com. School Dictionary, 



Webster's High School Dictior\ary, 
Webster's Academiic Dictior\ary, 
"Webster's Cour\ting-House Dic- 
tior\ary. 



STATE SUPERINTEPJDEKTS OF PUBLIC INSTRUCTION. 

^^^®^ Nearly every State Superintendent of Public Instruction in the Union has 
recommended Webster's Dictionary in the strongest terms. Among them are those 
of Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, 
New York, New Jersey, Pennsylvania, Maryland, Ohio, Kentucky, Indiana, 
Illinois, Missouri, Michigan, Iowa, Wisconsin, Minnesota, North Carolina, 
Alabama, California, and also Canada — Twenty-three in all. 

(OVEE.) 



PUBLISHED BY IVISON, PHINNEY, BLAKEMAN & CO. 



These works embody the latest researches in physical science, excel in their lucid 
style, numerous facts, copious illustrations and practical applications of science to 
the arts of every-day life, and are indorsed by hundreds of eminent and successful 
practical Educators in all parts of the country, and the Press. 

Science of Common Thinf/s. 1 Principles of Chemistry. 
Natural PhiJosophy. \ First Principles of Geology. 



BRYANT, STRATTON k PACKARD'S 

BOOK-KEEPING SERIES. 

These books are beautifully printed in colors on the best of white paper, and 
elegantly bound. 

Common School Edition, High School Edition^ 

Counting-Uonse Edition. 



LLSON'S SCHOOL HISTORIES. 

It is generally conceded that this Series of Histories is the most complete, and 
the m.ost perfectly graded, of any now before the public. 

Primai^y American History. 

American History. School Edition. 

History of the United States. Revised. 

Outlines of General History. 12mo. 

Outlines of General History. Lib. Edition. 



Colton's Series of Geographies. 

This Series is one of the most full, practical, and satisfactory ever published. 
The Maps are all drawn on a uniform system of scales, so as to present the relative 
sizes of the different countries at a glance. 

Colton's Primer of Geography. 
Colton's Introductory Geography. 
Colton's Modern School Geography. 
Colton's American School Quarto Geography. 



We also invite attention to the followinsr : 



Gray's Botanical Series. 

Fasquelle's French Series. 
Woodbury's German Series. 
Progressive Spanish, Peaders. 
Sill ''s Synthesis of the English 
Sentence. 

Bradbury's School Music Books, etc., etc. 

(OVEB.) 



Hitchcock's Scientific Series. 
American Debatei'. 
Goodlson's Bratving Book. 
School Mecords. 
Voice and Action. 




THE MODEL STYLE A^D STANDAUD SYSTEM. 

Officially adopted and used in every State in the Union. Tanglit in nine-tenths of all the 'Normal 
Schools, and in nearly all the Commercial Colleges iu the United States. 

IN FOUi\^ DISTINCT SEI\IES. 



LADIES' SERIES, 

Xos. 8 and 9. 



EXERCISE SERIES, 

Nos. 10, 11 and 12. 



COMMON SCHOOL SERIES, 

Nos. 1, -2, 3, 4 and 3. 1 

BUSINESS SERIES I 

Xos. 6 and 7. I 

These New Books, on account of their simplicity, arrangement, accuracy, uniformity, and ruling, 
make the System the most easj"^ to teach of any before the public. 

This System is otjicially recommended and used almost exclusively in the States of Michigan, 
Wisconsin, Missouri. Iowa, Minnesota, West Vikginia and Nebraska ; more than any others 
iu the Sate of New York, Pennsylvania, Ohio, Ili^inois, Indiana. It is largely used, throughout 
the entire South, and is rapidly increasing. 



SPEI^CERIAN" KEY 

For the use of TEACHERS, PUPILS, and PROFESSIONAL PENMEN, containing one hundrod 
and seventy-six pages, and hundreds of Illustrations, is now ready. 



Spencerian Charts of Writing and Drawing, 

SLv in, Xtimhcf. In Si~e, 24 hy 30 inches 

They are so printed as to present the appearance of SUPERIOR BLACK BOARD 
WRITING. The letters can be seea acro.9.s" the School Room. 



SPE^CERIM DOUBLE ELASTIC STEEL PENS. 

These Pens combine elasticity of action with smoothness of point not found on other Pens, 
and are a nearer approximation to the real SWAN QUILL than anything hitherto invented. They 
are used in all the principal COMMERCIAL COLLEGES in the United States and are pronounced 
by AccotiNTANTS, Teachers, Officials, and Correspondents, the Best Pens JtTanufacturecl. 



The undersigned would also call the attention of buyers of Hooks find Stntionery to their 
large and fresh stock, embracing all modern School and Collef/e Text-Books, together with 
a general assortment of School and Office Stationery , Blank Books, Spencerian 
Note, Letter and Caj) Baxters, which they are prepared to furnish at the lowest market price. 

ijg- Teachers and School Officers are invited to correspond with us freely, and to send for our 
Descriptive Catalogue and Circular, which will bo promptly sent upon application. 

j^§- Liberal terms given on Books furnished for Examination or Introduction. 



Address the Publishers. 



IVISON, PHINNEY, BLAKEMAN &. CO. 



S. C. CRIGCS & CO. 

CHICAGO. 



J 

4 7 <& 49 G-reene Street, New York. 

J. B. LIPPINCOTT & CO. 

FHILADELFHIA. 



^atgland #(lucati0ttal |aunial 



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ST. JOHN'S COLLEGE, 



.A.3SriSr-A.I^OIL.I3. IS/LJ^lR^Z'XaA.JSrJD. 



THIS INSTITUTION, easily approached from every part of the country, and 
having general telegraphic communication, under its thorough re-organization, 
offers unusual facilities for Education. Its corps of well trained and efficient 
instructors, with its highly literary and scientific President, is prepared to educate 
the sons of Maryland as highly and thoroughly as anywhere in the country. Being- 
liberally endowed by the State, it can afford to educate cheaply. The whole 
cost of Collegiate Education is (without extras) two hundred and fifty dollars 
per annum. Two boys from each county and the cily of Baltimore will be taken 
for two hundred dollars per annum. 

Next Academic Year will begin on, Monday, 2d day of September. 

F-A. cxj Xj rr^iT . 

JAMES C. WELLING, A. M., Princvpal, 
And Professor of Mental and Social Science, including the Philosophy of History. 
Rev. C. K. NELSON, D. D , Vice-Principal, 
And Professor of Moral Science, and Lecturer on Natural and Revealed Religion and the Evi- 
dences of Christianity. 
Rev. JULIUS M. DASHIELL, A. M., 
Professor of the Ancient Languages, their Literature and History, 
HIRAM CORSON, A. M., 
Professor of the English Language, its Literature and History, and Rhetoric, including Vocal 

Culture. 

WILLIAM STEFFIN, A. M., 

Professor of Mathematics, Natural Science, and Physical Culture, and Acting Professor of 

Chemistry. 

DAVID N. CAMP, A. M., 

Principal of the Normal and Preparatory Departments. 

*Rev. WILLIAM L. GAGE, A. M., 

Professor of Physical Geography and its Relations to the History and Industrial Resources of 

Nations. 

*S. S. HALDEMAN, A. M., 

Professor of Natural History, and Lecturer on Ethnology and Comparative Philology. 

WILLIAM H. HOPKINS, A. M., 

Assistant Professor of the Ancient Languages and Mathematics. 



* These gentlemen, although having accepted their respective offices, will not enter upon 
their duties until their services are required. 



g^^-See "Editorial Salmagundi," pages 187 to 192. 

F- O li- S ^^ L E . 

A complete first class STEREOPTICAN or DISSOLVING VIEW 
APPARATUS, with gas fixtures, a variety of sliders, &c., all in 
good order and nearly new ; will be sold at reasonable price. Ad- 
dress the Publisher of this Journal for particulars. 

% §cioli fffr tiicrj Stijool Jmilg aiib Jiiirarj Ciwlt 



lEiBAf BIILiiilS. 

Compiled by ALEXANDEE OLAEK, A. M. 

le most instructive and entertaining book of the kind ever published. 



It has received the highest recommendations from the leading Journals, and flattering in- 
dorsements from many of the most prominent Educators and Teachers in the United States. 
12mo, 352 pages, post paid, $1.50. 
A liberal discount made to Agents and to the Trade generally. 

Address J. W. DAUGHADAY & CO., Publishers, 

424 Wahlut street, Philadelphia, Pa. 

SMITH BROS. & CO., 
CtOTHIERSt MERCHANT TAILOBS, 

AND DEALERS IN 

GENTS^ FUJINISHING GOODS, 

Always on hand the largest stock of Clothing and Piece Goods for Custom 
Work. 

Persons in want of Good and Fashionable Clothing should be sure and 

corae to MARBLE HALL, 38 and 40 W. BALTLMORE . , 

STREET. We have also a 

MAW mm^AW§mmmw^ 

Under the charge of HARRY NICELY, at No. 38. He will be pleased to see- 
his friends. 

SMITH BROS. & CO., 

Merchant Tailors and Clothiers, 

38 & 40 W. BALTIMORE STREET. 



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I 




MARYIiA]\rD 

EDUCATIONAL JOURNAL, 

A SCHOOL AND FAMILY MONTHLY. 
Vol. I. BALTIMORE, OCTOBER, 1867. No. 6. 

Editorial Address. 

CHANGE having been announced in connection with this 
Journal, which is however in reality more a change of names 
only than of plan, we deem it proper to give our friends a 
clearer statement of the reasons influencing us than was 
possible in the last number, or than we have perhaps here- 
tofore presented as the plan of our Journal. 

In the first place, the Journal appears in a purely private 
character. The editors alone are responsible for the mode of conduct- 
ing it. Even if it had been possible to make it the fully accredited 
organ of the State Association of Teachers, it is doubtful whether it 
would have possessed the concentration, vigor and directness of a pri- 
vate enterprise. In the second place, attention is to be paid to the 
interests of higher education. To be the organ of a highly educated 
class, such as it is desirable that of teachers should be, it is absolutely 
necessary that topics involving questions of the highest forms and 
methods of teaching should be introduced and thoroughly and elabo- 
rately discussed. One of the main objects of a school journal should 
be to educate the class of teachers to a higher degree^ and thus assist 
in elevating the profession both in itself and in the estimation of all 
educated and thoughtful people. It cannot be denied that the best 
means of having a thoroughly effective and healthful system of public 
education is to secure a class of well trained and thoughtful teachers. 
To our training schools for teachers we are to look for the first impulse 
in the right direction, and to our educational journals for suggesting 
topics of thought, from month to month, whereby educators may be 
fresh and vigorous in their work. One of the main objects of our 
Journal, then, will be to furnish wholesome food for thoughtful 
11 



162 MARYLAND EDUCATIOJ?TAL JOURNAL, 

minds, "^^e are confident tliat this can be done without interfering 
with the hitherto highly practical and popular character of the Journal. 

In order that our readers may have a clear conception of our plans 
in this respect, we will add a brief scheme of topics which are, from 
time to time, to be introduced. 1st. The English language in all its 
bearings and relations ; as its constructional peculiarities, its changes 
and additions, &c. 2d. Importance of a thorough female education. 
3d. Memoirs of distinguished educators, both American and foreign. 
4th. Suggestions as to the higher methods of instruction, classical, 
mathematical and scientific. 5th. Histories of schools and school 
systems, especially American, English, French and Prussian. 6th. 
Impartial notices of books pertaining to education. 

Having this general plan in view, we hope to make our Journal a 
thoughtful and efiicient helper to that most important class, the edu- 
cators of the men and women of our land. 

[The reader will thus perceive that the principal change, or im- 
provement if you please, contemplated, is to give the Journal a higher 
tone ; while at the same time a sufficient variety will be maintained 
to suit all tastes. See the pages of this number.] 



The English Language the essential Element of American 

Seholarslaip. 

'^'^^^^^HE general tone of thought and language encourage the im- 
j} pression that the knowledge of our own tongue is a suber- 
ic dinate and secondary thing in our educational life. Almost 
V3;^5) all schools draw a distinction betv^-een English and all other 
branches of education to the disparagement of the former. 
Schools, which are meant to be designated as of inferior 
character, are denominated English schools ; and the scholar 
whose inferiority we tvish to mark, is termed a mere English scholar. 
Almost anything m regarded a@ of more importance, and consequently 
the language of Alfred, Chaucer and Spencer, Bacon, Shakgpeare 
and Milton, is made to occupy the lowest form of the school room, 
and our youth grow up under the impression that English holds a most 
unimportant place in the educational life. 

Instead of everything being made to tend to a thorough knowledge 
of our own language, it is used but aa a means of acquiring all other 
knowledges. We do not eoniplain that other things mq taught and 



A SCHOOL AND FAMILY MONTHLY. 163 

learned, but that the mastenng of the tongue in which we were born, 
in which we say our prayers and read our Bibles, through which we 
are to obtain our livelihood, and in the use of whose last utterances 
we are to die, is not regarded as the great end of all our learning. 
So far from undervaluing the acquisition of other languages, we have 
a profound conviction that no man can be a thorough English scholar 
without being a proficient in those many tongues which contribute to 
its most composite formation. Yfe are well convinced that a high 
estimate of the importance of learning our own language would stimu- 
late the youthful scholar to study with more diligence all of its com- 
posing elements. It must not be forgotten that the English language 
is not a mere aggregation of elements, but is an organic entity, which 
by assimilation has impressed its own living form on everything with 
which it is brought into contact. Hence it has its own strictly deter- 
mined, well defined, limits. Hence it has a grammar of its ov/n, 
which must be studied in itself. In the fullest prosecution of the 
knowledge of our own language all the intellectual benefits of classi- 
cal study are perfectly attained. It is well known to scholars that 
one of the most important benefits conferred by classical study is the 
compelling the student to use his Lexicon. Distasteful as is the work 
to beginners, its importance cannot be over-estimated. He must ex- 
ercise his intellectual discretion in the selection of the right word and 
his memory in retaining it for proper application in the text. Every 
new word thus attained not only affords increment to the literary 
stores of the student, but gives new power to his intellectual charac- 
ter. The searching for words wherewith to convert a Latin or Greek 
passage into English, not only quickens and strengthens the memory, 
but improves in the highest degree the discriminating faculty. Now 
if this is true of the more simple languages of Greece and Rome, it 
cannot be otherwise than at least equally true of the more composite 
and difficult English. It would be as great a mistake to suppose that 
we can dispense with the use of our lexicons in the study of English 
as in Latin or Greek. This is clear when we remember that over and 
above the vast multitude of Anglo-Saxon words whose meanings we 
cannot get at without the use of a good English dictionary, three- 
tentha of the words of our language cannot be thoroughly learned 
without the use of a Latin dictionary also. And then to this must 
be added another tenth whose meanings, in their deepest signification, 
can only be learned by consulting, besides the English, Hebrew, 
Arabic, Greek, French, Italian, Spanish, and even Sanscrit lexicons. . 
To feel this, it is only necessiiry to take at random any general column 



164 MARYLAND EDUCATIONAL JOURNAL, 

of words to be found in the highest English authorities ; as, aberra- 
tion, bifurcated, concatenation, derelict, efflorescence, farsical, gloat, 
habitude, intrinsic, joust, kedge, lustrous, mirage, nonpluss, privity, 
quandary, scuttle, tentative, umbrageous, voluted, wale, zylography, 
zelk, zany. These words quoted, with the avoidance, for the most 
part, of technical and scientific terms, will sufficiently illustrate our 
meaning. We do not mean to say that most people will not have 
some idea of what these words signify, but that if they wish to know 
all about them, they must consult their dictionaries. The mere learn- 
ing of the English word will not make us thorough English scholars. 
We must not only know what the word means, but why it means so. 
We find from our English dictionary that aberration means departure, 
and from our Latin, that it means departure from a certain point. 
We might go through with all of these words and show that, in order 
to their thorough comprehension, we must consult at least two dic- 
tionaries. Whatever improvement of the memory is efi"ected by the 
study of the ancient classics, at least as much will be secured by the 
higher study of our own tongue. It is undeniable that the study of 
the ancient classics is admirably adapted to the cultivation of the dis- 
criminating faculty. We find the same power in a yet higher degree 
in our own language. There are so many words in English of appa- 
rently the same meaning, that the desynonymizing process, which so 
exercises our intellectual discernment, is absolutely necessary. The 
following pairs of words will illustrate our meaning : childish, infan- 
tine; boyish; puerile ; difference, distinction; manly, virile; womanly, 
effeminate. A critical discretion is absolutely necessary here to avoid 
using the wrong word. We shall find that in cultivating our dis- 
criminating power by collating and comparing such words and study- 
ing well the times and places for the use of either or both, we shall 
acquire that highest faculty of the highly cultivated and well educated 
man, a facility in using the right word in the right place. While 
accuracy in the use of words is both the measure and effect of accu- 
rate thinking, it contributes largely towards producing this accurate- 
ness of thinking by giving definiteness and distinctness to our thoughts, 
and thus doing much towards moulding and forming the intellectual 
man. 



'Early education prevents more crimes than the severity of the 
criminal code. 




A SCHOOL AND FAMILY MONTHLY. 165 

English History. 

S in another article of the Journal we have adverted to the 
fact that our own language forms but a subordinate factor 
in our educational life , so here we would remind our readers 
of the lamentable truth that we too often assign the study 
of the history of our own people to a much lower place in 
the curriculum of studies than it deserves. As an English 
people it surely becomes us first of all to learn something 
of our own origin and national relations. To obtain anything like a 
correct view of English history, we must revert for a moment to its 
legendary period. The myth and fable are by no means confined to 
Greek and Roman life, but belong to the infancy of all nations. In- 
deed they are incident to all unprogressivc and unscientific forms of 
life. One of these early British myths found its way to the heart of 
Shakspeare, and has been converted by his magic touch into the most 
real tragedy to be found in the whole range of dramatic literature. 
The legendary period of English history must be considered as em- 
bracing those ages which, stretching back to the remotest antiquity, 
end with the opening of authentic annals. Authentic English history 
begins under the unfavorable circumstances of the limited and preju- 
diced observation of the Roman invader. Cassar's narrative, although 
not entirely trustworthy, is exceedingly valuable in afi"ording the first 
solid basis for the erection of the beautiful fabric of English history. 
It was when British history was brought into contact with Roman life 
that it emerged from the mist of the legendary and fabulous and be- 
gan to assume the well defined form of truthful narrative. This sug- 
gested the reflection that "all the history of the ancient world, whether 
sacred or profane, is limited to the story of those races of men who 
lived on the shores of the Mediterranean." As you get away from 
the sound of its waves, the voice of history dies out and the light of 
history fades away unless reflected from its beautiful waters. 

The Celt and the Cambrian, the G-oth and the Briton, are only 
known to us through their contact with Roman civilization. The 
tribes that moved on many a plain have kept up no kindred with the 
historic nations of the earth, but have perished forever from the 
memory of man. 

"Palmyra, central in the desert, 
Babylon, learned and wise, 
Hath perished utterly, 
Nor leaves she one word to aid the sigh. 
That would lament her." 



166 MARYLAND EDUCATIONAL JOURNAL, 

Britain was too remote from the 3Iecliterranean to find a place in 
ancient history. All that was known of it was that it was peopled at 
a very early age of the world. 

This long tract of time, however, is illumined by the legendary 
story that the Briton was descended from Trojan ancestry, and took 
his name from Brutus, who came to Albion and conquered it. Such 
is the story given by all the old British chroniclers, who also give- the 
succession of a long line of kings 

"Who spruDg from old Anchises' line, 
Ruled, o'er Britain in ages long gone by." 

It is an apt illustration of the persistency with which old traditions 
were believed, that down to the twelfth century no one presumed to 
doubt the story that the Britons derived their name from Brutus, the 
Trojan. It may be reserved for some future historian to sift out the 
grains of truth that lie buried under these ancient heaps of mythical 
rubbish. It must be some deep feeling that gives rise to such gene- 
ral legendary lore. The heart of a nation, as it becomes thoughtful, 
craves for some knowledge of its ancestry. With the progress of 
civilization, men feel the necessity of connecting themselves with the 
past by some living bond. This is ecjually illustrated in the ease o-f 
Old Mortality, bending in saddened reverence over the decaying monu- 
ments of his ancestors, and of the great Greek orator, who moved 
the hearts of his hearers by pointing to the heroic dead, who for two 
centuries had been lying in forgotten silence on the plain of Mara- 
thon. Shakspeare's Cymbeline forms a sort of connecting link be- 
tween the fabulous period and that of trustworthy records. In this 
fine drama the two distinct lines of Roman and early English life are 
made to run in a beautiful parallelism. 

Our present English historic life is n^ade up of the three-fold ele- 
ments of Roman, Saxon and Norman, of which our language affords 
a happy illustration. We cannot refrain from barely adverting to the 
truly Shakspearian touch of the saintly Edward, the last of the Saxon 
kings. When Malcom and Macdufi", who have fled to England froni 
the brutality of Macbeth, ask — 

"Comes the king forth, I pray yon ?" 
The answer is — 

"Aye, sir, there are a crew of wretched souls, 

That stay his cure — their malady o'ercomes 

The great assay of art — but at his touch, 

Such sanctity hath heaven given his hand. 

They presently amend." 



A SCHOOL AND FAMILY MOITTHLY. 167 

Here the Norman element enters into British life — the stormy reign 
of Harold, the Dane, being but an episode in English history. The 
splendid reign of William, the Conqueror, the ferocious cruelty of 
William Rufus, the modified tyranny of the first Henry — fill up the 
Norman picture. The great reign of Henry II, in which took place 
the mighty struggle between the men of arms and the men of letters, 
reintroduced the Saxon line, the reign of Stephen being but a tumul- 
tuous usurpation. Next comes the reign of King John — that of the 
heroic crusader being but a bright flash across the firmament of history 
—the most remarkable in the history of England, as having given 
birth to the great charter of the constitutional liberty of the civilized 
world. With this reign we begin our brief sketch of English history. 
I The words "borrowed majesty" serve as the keynote to the violent 
misrule and tyrannical usurpation of this unnatural despot, and the 
manliness of Philip Falcon bridge is but a prelude to that chivalric 
courage that stood by his tyrannical master when all men deserted 
him. History generally describes John as nothing but the violent 
usurper — the cruel tyrant — the heartless despot. But as there can 
be no human character without some redeeming trait, Shakspeare, 
while bringing into bold relief the hard side of his character, with 
the intuitive knowledge of the whole of human nature, gives those 
fine touches that ally him with humanity, and those outbursts of manly 
character without which, in that great heroic age, he could not have 
retained the throne of chivalric England for a day, It is a very re- 
markable fact that the very Archbishop of Canterbury whom the Ro- 
man Pontifi" had forced into the metropolitan see of England, should 
have been the leader in the noble struggle for civil liberty in the mea- 
dow of Runymede. It was the cowardly surrender of his country's 
rights more than anything else that roused the barons of England to 
a redress of their grievances. 

This is but one of the illustrations, of which history is full, of the 
marvelous way in which the Divine Providence, which governs the 
world, brings good out of evil, and order and beauty out of human 
disorder and confusion. It is to the cowardice and tyranny of King 
John that the constitutional liberty of the great Anglo-Saxon race is 
indebted for all that is substantially true and great in its civil fran- 
chises. 



\^ait for others to advance your interests, and you will wait 
until they are not worth advancing. 




168 MARYLAND EDUCATIONAL JOURNAL, 

Female Education. 

'/T E are apt to think that what is called esthetic culture — 
^ that is the cultivation of the taste for the beautiful — is all 
that is needed in the education of woman. This cannot 
be true, as the very business of education is to develop 
those powers, which would not be brought to life without 
those processes. The stronger elements of intellectual 
character are those which, in woman, especially need cul- 
ture. The poetical elements will, without any external aid, readily 
develop themselves. But without external help, she will be too im- 
aginative and idealistic. "Woman must be taught that she has a mind 
as well as a soul. To do this, we must use those appliances which 
teach her that she can think, and how to think. We must cultivate 
her thinking powers. Why should the science of forms and numbers 
be deemed a strange sphere for the operations of a woman's mind? 
The sterner processes of syntheiys and analysis are those which she 
needs to keep her from living too much in an ideal world and from 
being too exclusively a creature of sensibility and emotion. She may 
at first wince under the pressure of binomials and polynomials, and 
be puzzled by equations of the parabola and hyperbola. But it does 
not follow that what gives us trouble is not best for us. We are only 
learning, in any true sense of the word, when it costs us something 
to learn. 

Why should the fountains of our own tongue be sealed up against 
our women ? What a terrible maze must our composite English be to 
one who understands no other tongue? Why should the beautiful lan- 
guage of Sappho be deemed so far above the powers of Sappho's sis- 
ters? Why should the language of the Cornelias and Virginias — the 
language which furnishes three-tenths of the words of our own — be 
withheld from their younger sisters? Above all, why exclude from 
the circle of female learning the sturdy old German, the basis, in one 
of its forms, of six-tenths of our own language ? It cannot be seri- 
ously maintained that the highest cultivation of a woman's mind would 
unfit her for her position in the family and household. It is not pro- 
bable that as long as our women are taught to look upon fine dressing 
and lighter accomplishments as the great end of living, that many of 
them will aspire to the highest forms of education. But there are 
women who have a taste for higher scholarship, and it is not fair that 
they should be debarred from those noble intellectual enjoyments for 
which their beautiful natures are so well fitted. Surely a woman will 



* A SCHOOL AND FAMILY MONTHLY. 1G9 

not be less skilled in the management of her household because she 
may be able to solve a problem in Euclid — her accounts will not be 
the less carefully kept because she may be proficient in arithmetic — 
nor will the understanding of the boiling and cooking processes be 
the less perfect because she may happen to understand something of 
natural philosophy and chemistry — and we do not see that she will be 
the less facile seamstress because she may be even able to read in the 
Latin copy or the beautiful original of the needle-work of Penelope. 

It is very unfair to use as an argument against the higher educa- 
cation of our daughters, that they talk of nothing but the fashions 
and follies of the hour, when we never urge them to' store their minds 
with greater and nobler thoughts. This life, even if it should be a 
life, would be no waste, for she, like the gentle stream that makes 
its way through some vale, in its quiet ministry to the banks through 
which it passes, although it may be ridiculed by some noisy neigh- 
bour which is turning the busy mill-wheel, is, it may be uncon- 
sciously, diffusing grace and beauty to all around. But it may be 
said that the higher education of our women would spoil them and 
convert them into pedants and blue-stockings. We do not beli-eve 
that education spoils anybody. People may be spoiled by leading 
them to believe that they know everything, whereas in truth they 
know nothing. 

The thorough education of our women has its utilitarian aspect 
also. The earlier education of the children of a family can be best 
attended to by an elder sister, whose natural affection would give 
her an interest in her pupils which the most conscientious sense of 
duty could not impart. And then, when she becomes a mother, 
she would be the cheapest as well as most thorough instructor of 
her children, at least in their earlier years. We will not believe 
for a moment that the present superficial education of our women is 
the result of a sense of inferior capacity. This would imply an igno- 
rance of her true nature which we cannot believe any thoughtful man 
capable of. The truth is, in almost all forms of learning women are 
the superiors of men, and their present inferior educational position 
is the result of an undervaluation of their real capabilities. The ex- 
perience of those who teach boys and girls together, is, without excep- 
tion, in favor of the latter. It is high time that these efi'ete views 
of woman's position on the scale of life be laid aside, and that she 
come to be regarded as the graceful and beautiful coadjutor of men 
in solving even the more difficult problems of life. 




170 MARYLAND EDUCATIONAL JOURNAL, * 

The Religious Question ia Relation to our Public Sch.ools. 

'HE objection on the part of many people to public school 
education, whether primary, academic or collegiate, is that 
there is too little positive religious teaching. They say 
that inasmuch as they deem the religious instruction of their 
children of primary importance, that they cannot encourage 
any system of education that ignores this paramount claim. 
We feel as deeply as any persons can the importance of the 
religious culture of our children. If there were, in our judgment, 
such an antagonism between State education and religious culture as 
that the former could, with any fairness, be denominated godless, we 
should most unhesitatingly advise the giving up of a system which 
cuts up by the roots all reverence for God and love to man. It is 
the end of this paper to show that no such antagonism by any means 
exists. This question lies at the very root of all piiblic instruction 
in a state of civil and political society such as ours. In States where 
a certain ecclesiastical polity is established by law, the thing is per- 
fectly plain. But in this country^ if the State is to educate at all, 
she must positively disavow all distinctive religious teaching. The 
whole cjuestion resolves itself into this : must the State because, from 
the nature of things, she cannot do everything in the matter of edu- 
cation, do nothing ? Must she, because she cannot make Episcopalians 
or Presbyterians or Methodists of the children of the land, leave 
them in abject ignorance? On what other topic do men reason so 
illogically? We lay it down as a postulate of entire justice, that the 
State is bound in the highest degree to educate her people. She may, 
where it can be as well done, remit this education into the hands of 
private persons, but she cannot, from the very nature of civil society, 
abandon this education as a right or neglect it as a duty. We also 
lay it down as a principle equally clear, that the State cannot, without 
the utter destruction of her very being, teach religious truth dogmati- 
cally and distinctively. We will not argue the question whether we 
could not conceive of a more perfect civil polity than that under which 
we live. We take things as we find them, and we say most emphati- 
cally that the State alone ought and can educate the masses of her 
population; and we state with equal positiveness that she cannot, 
without an utter abrogation of her organic nature, educate religiously, 
in the well defined meaning of that term. But is the State for this 
reason to be denounced as Godless ? Is she Godless, because her prime 
minister does not wear a Cardinal's robe and her military banners do 



A SCnOOL AND FAMILY MONTHLY. 171 

not flaunt in the face of the sun the holy sign of our blessed religion ? 
If the State shut up our churches, banish our priests, destroy our 
Bibles and service books, and put the holy sacrament under the ban, 
then she may well be held up as Godless. She nowhere forbids re- 
ligion to be taught with the utmost positiveness and distinctness, at 
home or in the church. She merely says: if I do not, to the very 
utmost of my power, pour into these seething masses the leaven of 
such education as is consistent with my nature, they will, by their 
moral corruption poison the very sources of my life, and involve me 
and themselves in utter destruction. All this we fully admit, and yet 
we deny that Godlessness can be, with any fairness, predicated of our 
American systems of public instruction. This is more apparent when 
we consider the character of the persons to whom the State entrusts 
her educational interests. To say nothing of those occupying the 
highest positions, who bear the most sacred name that mortal men 
dare aspire to, we challenge to a comparison, in moral excellence and 
religious character, with the great body of the public school teachers 
of our own State, the men and women who may occupy any other 
positions in society. In what other sphere of life can we find a pati- 
ence more saintly, a charity more Christ-like ? We yield to none in 
our reverence for a positive faith, but we are very far from admitting 
that the highest forms of religion are limited to the recitation of Cre- 
dos and Pater-Nosters. We insist upon it that the religion of our 
blessed Lord may be most impressively and earnestly taught in our 
school rooms in a way that no State can ever interfere with, to v/it: 
by the Christian tempers and chastened meekness of our teachers. 
From what root but a holy faith in our blessed Lord can such hea- 
venly fruits grow ? Or what nobler sermons could be preached in our 
academic halls than a long-suffering towards frowardness and wanton- 
ness and a gentle forbearance amid a thousand annoyances, which can 
only be the beautiful and well ripened fruits of our most holy faith ? 



J^^What a glorious' thing a horse race must be ! It improves the 
breed of horses, and encourages the sale of rum. 



.^^"Never accuse a child of lying unless you have the best evi- 
dence of the fact. 




172 MARYLAND EDUCATIONAL JOURNAL,; 

Memory.— Wo. 5. 

APPLICATION TO LATITUDES AND LONGITUDES. 
(with homophokic analogies.) 

N the application of this system to Latitudes and Longitudes, 
^ P as well as to some other subjects hereafter to be shown, ex- 
perience has demonstrated that by simply commencing the 
formulas with the names of the places, as in dates, the mind 
is apt to become confused, since the idea conveyed by the 
mere name of any city, for example, is that of a collection 
of houses. It has, therefore, been found necessary to su.b- 
stitute for the name of the city some other word or phrase conveying 
a different idea, but which from its homophonic analogy to the other, 
will infallibly bring it to mind. Thus for Bogota, Pagoda — for Rome, 
a room — for Lima, lime, &e. 

Li the closing words of each formula there are fom' or five articu- 
lations — the two first in all cases stand for latitude, the two or three 
last for longitude. 

[It is asserted that a knowledge of the location of places on the 
globe can be acquired in this way more rapidly and certainly and 
agreeably than by any other method.] 

J^^All that is necessary is for the student first to understand what 
Latitude and Longitude are. 

An AjDple will make a good 

Annapolis home pie (for a) cook 

A Fagoda is a Hindoo temple in which worship a 

Bogota silly crew 

The Mexicans in talking about war make as much fuss as a 

MEXICO noisy BOOBY 

A Rich Man leads a more quiet life than a 

Richmond , miffy king 

Londoners are often seen walkine; in a 

London lane 

A Room is more agreeable place than the open air in a 

Rome rainy time 

A vine will not flourish in a 

Vienna rough ditch 

A good hope was felt when the olive branch was brought by the 

Cape of Good Hope merry dove 



A SCHOOL AND FAMILY MONTHLY. 113 

Weary crews on steamboats often 

Vera Cruz wood up (on the) beach 

Lime is a useful substance that brings many a 

Lima dose of cash 

An old penny is often the only wealth of the poor Indian in his 

Albany rainy wigwam 

General Washington is a hero whose fame will forever rise 

Washington higher and higher on its moving wing 

A Idngdom is a government the downfall of which a republican 

Kingston views with roaring joy 

A qxieer halter is a jovial fellow who sometimes dresses his wit 

Quebec in an irisii coat 

A Mount Royal is Mount Olympus having the Jupiter Royal 

Montreal Palace upon its ■ rich acme 

A dorado is a fish vastly better to eat when well cooked than a 

Toronto raw mag-pie 

A spring in a field will refresh a working man 

Spbingfield rouse a fop 

'Alexander the Great is a hero whose fame has been sung by 

Alexandria many a mighty muse 

An Athenceum is a place where people do not often go to relish 

Athens muffin or ham 

A hear lean is an animal which has been fasting like a penitent 

Berlin crushed under a ...holy anathema 

A calculator is an individual whose labors are not more charm- 

Calcutta ing than the flavor of the nenuphar 

The Emp. Constantine is a monarch who could have left a bright 

Constantinople fame had he not murdered his... worthy nephew 
A dressed dean is one who wears rich garments when he offi- 

Dresden ciates in the cathedral's hallowed dome 

A dun bird is often heard warbling amid the solitude of a 

Edinburgh hilly and willowy house 

A flora is a collection of flowers which amateurs always keep 

Florence carefully out of all airy humidity 

Genievra or gin is a liquor which should not be found in the 

Geneva house of a rich sage 

A hone of iron is a hone upon which a razor would suffer as 

Hanover much as in cutting a ....lean pie 

A mad lorit is an unjust capias by which a hasty judge drives 

Madrid a poor man to bail in a serious sum 



174 MARYLAND EDUCATIOJTAL JOURNAL 



A musliy cow would have been -worshipped by the Egyptians 

Mexico like their bull Apis during their.... deep atheism 

Muscat vnne, when old, is more agreeable to topers than a cup of 

Muscat new milk 

A Moist covj is an animal supposed to work harder and perspire 

Moscow more than an... ill or lame cow 

A new niche is a place in a wall not usually made for the statue 

Munich of a ..rough idiot 

A nojxd is a plant the flowers of which do not smell or taste 

Naples so sweet as... ....rose wateb 

A big inn is a hotel where travellers do not usually find on the 

Pekin table an ...empty dish 

A 2:)arish is a clerical district sometimes endowed with a colossal 

Paris .revenue 

A jjlague is a calamity during which amusements lose their 

Prague natural , , , lustre 

Cato (the ancient) was a Senator whose habits did not agree 

Quito with the luxuries of an ice house and a cave 

A master-dam is the famed black rock dam of Lake Erie, which 

Amsterdam was not built by a .lean hero 

A hrish die is a drink which amateurs like to sip in a 

Brussels... lazy hour 

St. Peter, sober, was a saint who never drank more at one time 

St. Petbrsburgh than a .,,.,.,.,... ..holy abbe at mass 

A. stocJc of alum would be more profitable than the feathers of a 

. Stockholm .welsh dote 

A stout guard is a soldier who could not easily be scared by a 

StUTTGARD............ ,...,,.. ..,.....,. ROUGH SEPOY 

A ioar-savj is a weapon with which the ancients cut more flesh 

Warsaw than.. linen and wap 

Danger is a feeling unknown to the brave warrior belonging to 
Tangier the. , ....,, ..,.,,,, mals home 

A. vale of Paradise is a beautiful place which no one would 

Valparaiso choose rvith greater eagerness than a, . .mimic widow 

A real joiner is a mechanic who could easily fis the windows of 

• Kio Janeiro..,., .,..,.,,,,.,,....,..,....... .......,.,.any new room 

An old chair is not often found made in the 

ALQTEHg,, ....,.,...,.,,,,,,.,.,,,,,..., ,.,,,..., ,..lMAeH of a §WAN 

Jji Archangel doubtless hag the power to 



A SCHOOL AND FAMILY MONTHLY. , 1T5 

Bordeaux inne if drank to excess might make any one quite 

Bordeaux koary and saucy 

The breast is a part of the body which would not bear many 

Brest kicks from a rough iiuzzar 

A homb were one to explode at our feet might not prove quite 

Bombay so .....edifying as wine 

Botany is a science productive of much pleasure, and not one 

Botany Bay of mere utility 

A Bourbon Prince has more than once wandered in exile 

Bourbon Isle needy and lowly 

Brave men have oft been brought to rest with a wounded 

Bremen limb on a sofa 

The Babel Toicer was not completed on a single 

Babylon, (ancient) ,..........,,,... may morn 

A Chalice is a kind of cup that is often in an 

Calais , ale-house seen 

A Canteen is a kind of flask often carried by soldiers against an 

Canton , ....enemy in the day-time 

A cashmere shaid would make a squaw feel quite 

Cashmere .......merry in her wigwam 

Sugar Candy the' often unclean, eats well enough when 

Candia ...,,....,..,....,,.........,,, mealy only 

Corinth raisins if fired instead of bullets might not much 

Corinth....... move an enemy 

Cologne icater is used by many a 

Cologne .,...,..,,, lousy .tew 

A flail if well laid on might tame a 

Fayal .,,...,,...,...,. MiFirr nephew 

A green witch would most likely be in all respects an 

Greenwich... ......,,,...,..,...,...,, ,,,..,..... old hussy 

Eumhxtg is a new fanglsd word for deception which all, young 

Hamburg and old, strong and. . ...„....,., , .lams should eschew 
A liege or any eovereign to do his duty should not be too 

Liege >.,, ..,,,,. ....lazy or bly 

A lion is among other inhabitants of the desert a 

Lyons.,,,,,..,, ,,,,,,,..,,.,.,, , ,,,,,,.,,,,,.. eeaj^c^ar 

A lily in the spring pleases a pretty 

Lisle, ,,,.,...,,.,. .,,,,,,,,,. .,,..,,!,, ,,,,.. ms@. some 

Th^ Maneillm hpmi was compoied to inipii'© a Ifreneh 



176 MARYLAND EDUCATIONAL JOURNAL, 

A melon contains of all delicious juices the 

Milan real sap 

A monkey is generally not so great a fool as a drunken 

Mocha dummy with hum 

Mica is a glassy mineral or stone altogether 

Mecca inodorous 

A Madras liandkercliief is an article that was scarcely worn by 

Madras Eve — old father adam's wife 

Vanilla is a fragrant fruit of South America which had not ex- 

Manilla actly the odor of tansy 

Malaga tvine if adulterated with rum might easily 

Malaga match a huzzar 

Nankeen is a kind of cloth that has doubtless been worn by 

Nankin men (at an) auto-de fe 

The Odyssey is a composition which could not be readily sur- 

Odessa passed by any irish miss 

A pound of cherries would be quite palatable 

PONDICHERRY WITH WINE in an ICE-HOUSE 

A rotten dam might be repaired by the aid of a 

Rotterdam lean sawyer 

A rocky fort is a place the subjugation of which would require a 

ROCHEFORT real POST 

Roads in some sections are during a long season of rainy weather 

Rhodes mellow enough 

The Flamingo is a fowl that more resembles a 

St. Domingo dove than a sheep 

Helen is a beautiful name often applied to a girl 

St. Helena dutch and silly 

The Straicherry is a fruit more palatable than 

Strasburg rough whiskey 

A civilian is one who should be able to explain the law 

Seville tersely 

A spit-box is an unnecessary article the sight of which is calcu- 

Spitzbergen lated to give anti-tobacco chewers an. . .aguish twitch 
A tureen is well calculated to contain soup, even if made of 

Turin real sago 

Venison is a meat relished by the civilized as well as by the 

Venice real healthy 

A big inn is a hotel where we do not often find on the table an 

PeKIN EMPTY DISH 



A SCHOOL AND FAMILY JOURNAL. 1T7 

A real joiner is a mechanic who could easily fix 

Kio Janeiro any new room 

^4 lazy pony can run faster than a 

Lisbon home puppy 

Horns do not grow on the head of a 

Cape Horn leech or a hedgehog 

The rock of Gibraltar is a 

GrIBRALTAR HOME OH the EDGE of a HII^L 

A new yoke is often made of 

New York hard hickory 

A j)retty bird often has a 

Pittsburg red face 

Venison makes a better meal than 

Venice raw wild honey 

If a boy should bag his dad he would be apt to put his 

Bagdad .....mammy in a roar 

— «■•« 

Sundry Questions for All. — Why do those who carry heavy bur- 
dens on their shoulders lean forward ? Why is a load of hay more apt 
to upset than one of stone ? Into how many kinds are levers divided, 
and which of them do we find in the human body ? Why does oil float 
on water '? Why do not iron ships sink in water ? Why does not water 
stand higher than 33 feet in a pump ? Why does the microscope cause 
objects to appear larger ? What is the principle of the stereoscope ? 
Why do watches and clocks require regulating in the spring and fall ? 
Why is it necessary to rub matches in order to ignite them ? Why 
does dough rise when yeast or soda are introduced ? What is illumi- 
nating gas, and how does a gas light differ from a common candle V 
How can old wells be cleaned of carbonic acid ? How can grease and 
acid spots be removed from clothing? How is ice cream made? What 
is the philosophy of churning butter ? What is the philosophy of can- 
ning fruit ? Why do coal oil lamps require chimneys ? Explain why 
little drops of water dance around on hot flat irons ? Why is it cold 
on high mountains ? Why is the pendulum of a clock longer at the 
poles than at the equator ? Can a person raise himself from the ground 
with a pulley ? What causes the heat of summer and the cold of win- 
ter ? How is the cold and wet weather, which we had this spring and 
in early summer, accounted for ? What do you intend to do, and how 
are you going to do it ? Can we think of two things at once ? Is 
Phrenology of any use in schools ? 
12 




178 MARYLAND EDUCATIONAL JOURNAL, 

Elementary Drawing. 

(Read before the Teachers' Institute of Talbot and Caroline counties, May, 1867.) 

^ILL within a few years drawing, as a branc-li of study in our 
common schools, has not received much attention. It has 
been generally regarded as an elegant accomplishment, suited 
to the very few who have leisure for cultivating a love of 
Art, or who intend to make Art a profession. In Europe, 
on the contrary, it has for many years been considered one 
of the most important branches of education. In all the 
principal cities of Germany, France and England, Art Schools are 
supported by the Government, and are free to all. In these, the 
poorest child has the opportunity of acquiring a practical knowledge 
of design, which in this country can hardly be obtained at any price. 
Some may think that this is a useless expenditure of public money, 
and that the State has no right to appropriate for a mere luxury, the 
money designed to furnish a plain, solid education to its children. 
But those who reason thus take a very narrow view of education. "It 
must not be forgotten," says Warding, the distinguished English 
artist, in his admirable "Lessons on Art," "that in cultivating an in- 
nocent taste, we are purifying the mind from low and grovelling pro- 
pensities, instilling a love for the true and beautiful, and establishing 
a most delightful resource in after life, and one of the best modes of 
securing an avoidance of vicious and degrading pursuits." 

Many are under the impression that genius is necessary to make a 
successful draughtsman. No idea could be more erroneous. To origi- 
nate a great thought, on canvas or paper, or in stone, demands crea- 
tive power. But to copy accurately, from a model or from nature, 
requires simply a quick eye, a carefully trained hand, and some per- 
ception of beauty, which few are wholly without. 

We cannot begin too early. In young children the reflective powers 
are scarcely beginning to work ; but they are quick to observe, and 
their minds are eagerly storing up food for reflection in after years. 
Before the hand has stiffened and the eye has lost its quickness, let us 
train them to observe carefully, and to fix the results of their obser- 
vations in such a form that they will never be forgotten. 

In a large school, where the studies are numerous, as they are in 
most of our common schools, the instruction must, of course, be of a 
very general character. Outline drawings, and very simple exercises 
in shading, would probably consume all the time which could be de- 
voted to this branch. 



A SCHOOL AND FAMILY MONTHLY. 1*79 

Many teachers, probably, have systems of their own, which they 
would find best adapted to the wants of their schools. But to those 
who have never taught drawing, a few hints may be useful. To such 
persons. Ropes' "Linear Perspective" may be recommended as a guide. 
It is an admirable work, very brief, confining itself to a few elemen- 
tary principles, and is especially intended for the use of schools. In 
many of the northern schools, models have been introduced, cubes, 
cylinders, arches, etc. These are either drawn by the teacher upon 
the blackboard, to be copied by the class ; or, better still, the class 
draw from the models, under the direction of the teacher. This is 
the first step toward drawing from nature. The models may be of 
any size ; but for a school of thirty or forty they should be a foot high . 
They can be made at a trifling expense by any skillful carpenter. No 
ruling or measuring should be permitted till the drawing is finished, 
and has been submitted to the tea-cher. Then the pupil may be al- 
lowed to correct it himself. 

A system is pursued with great success in a northern public school, 
which may suggest some useful hints to teachers in our Maryland 
schools. The class is first required to draw the difi'erent kinds of lines 
and angles on the board, and define them. A few simple rules in 
perspective are then given them ; for example, "all lines below the 
eye, at right angles to the horizon line, appear to slope upward, all 
above to slope downward towards it ; all lines parallel to the horizon 
line remain unchanged." To make this clear, a wooden frame is set 
up on the table. Two wires stretched across it, one horizontal, the 
other perpendicular, represent the horizon line and the prime vertical 
line, the point of sight being at their junction. A cube is then placed 
in front of it, and strings are stretched from the corners of the cube 
and fastened into the point of sight. When this is thoroughly under- 
stood, a cube, as being the simplest form, is placed at a convenient 
distance from the class to be drawn by them. The results of this first 
lesson may be anything but flattering ; but a few weeks^ persevering 
labor brin^ its reward. 

As fast as the principles of one lesson are mastered, a new one is 
given ; the great variety in the forms of the models allowing almost 
endless combinations. Occasionally, the models are put out of sight, 
and a number of the class are sent to the board, the rest being at their 
desks with their slates or paper. The teacher then calls for one figure 
after another, to be drawn from memory. At first, of course, there 
are many failures, but the result is, on the whole, satisfactory. Some- 
times they are required to bring drawings of familiar objects at home, 



180 MARYLAND EDUCATIONAL JOURNAL, 

tubs, chairs, boxes, etc., to be correctedin the class. In the public 
examination, at the close of the year, without knowing beforehand 
what will be called for, they draw, from memory, pyramids, arches, 
vspheres, cylinders, in as many combinations as are suggested to the 
i\liind of the teacher, acquitting themselves generally with great credit. 
The next year's exercises, which complete the course, are more diffi- 
cult. The pupils are required to bring into the class drawings of 
buildings, bridges, foliage, or of interiors, showing the arrangement 
of furniture in a room, and to explain them by the rules of per- 
spective. 

Some may think that too much time is devoted in this school to one 
branch of education. But only two lessons a week, each of forty 
minutes, are required ; which cannot certainly have wasted much time. 
The eye, and hand, and memory are all thoroughly trained, and a 
sure foundation is thus laid for any one who may wish to pursue this 
delightful study after leaving school. 

In this, as in every other branch of education, there is no royal 
road to learning. All systems which pretend to teach, in a few les- 
sons, a perfect knowledge of this art, which the greatest minds have 
acquired only by years of patient study, are an imposition ; and the 
attempt to master it by any such system is a waste of money and preci- 
cious time. b. c. 



SELr-GOVERNMENT.~— The bcst government on earth is that which 
governs least, and that which comes nearest to be a perfect govern- 
ment is that of a self-regulating Republic. 

The place to begin to fit persons to govern themselves Is in the 
family and in the school. The plan of self-government has been suc- 
cessfully tried in schools, but the first condition necessary to the carry- 
ing out of a plan of this sort is, the perfect self-government of the 
teacher. He must have patience, kindness, justice, authority, dig- 
nity, and intelligence to command the respect of his pupils. With 
all these properly exercised, he can teach children that most impor- 
tant lesson, namely, "self-government." 



Jl^^It has been said that to strike children about the head is bar- 
barous, unchristian, brutal. This should never be done, especially as 
nature has provided a good deal better place. 




A SCHOOL AND FAMILY MONTHLY. 181 

Washington City Public Scliools. 

(ROM the twenty-second annual report of the Board of Trus- 
tees of the Public Schools of the city of Washington, a 
neatly printed pamphlet of 150 pages, we gather a few 
items. 

There are twelve trustees, who have exclusive control of 
the schools and serve gratuitously, but the report says, "it 
becomes more and more difficult to obtain competent persons 
to fill the office, and something should speedily be done, therefore, to 
relieve the members of the Board from a part of their responsibili- 
ties ; and besides increasing the number of Trustees, the appointment 
of a Superintendeiit of Schools has become absolutely necessary." 

The schools are classified into Grammar, Intermediate, Secondary, 
and Primary Schools. 

Of school rooms the report says; "It is now generally admitted by 
practical educators that a single room large enough to seat from fifty 
to sixty-five scholars, and exclusively under the supervision and in- 
struction of a single teacher, is better than a larger room, with reci- 
tation rooms and assistant teachers." 

On school discipline we have the following; "The propriety of the 
infliction of corporeal punishment in the schools has called forth con- 
siderable public discussion during the year, and in one instance a 
valuable teacher was subjected to great annoyance and trouble by the 
action of parents who considered themselves aggrieved. The Board 
fully exonerated the teacher, however, from all censure, sustained her 
course, and decided on retaining the rod as a wholesome means of dis- 
cipline, to be sparingly and wisely administered." 

Some practical remarks are introduced about Spelling ; and an ac- 
count is given of a spelling match between fifty-six pupils, to whom 
were given the following fifty words, to be loritten, viz : Tambourine, 
complacent, millinery, varioloid, caterpillar, physiology, lettuce, aloes, 
villain, omelet, billiards, ghoul, irresistible, indispensable, susceptible, 
vignette, inveigh, pleurisy, guage, pallet, palate, palette, scurrilous, 
aeronaut, paroxysm, daguerreotype, bilious, niche, cedilla, horologe, 
exorbitant, ellipse, hierarchy, periphery, militia, dahlia, separate, 
miniature, pamphlet, labyrinth, ferrule, facile, medicine, flageolet, 
zephyr, rigid, lacquer, victuals, surcingle, punctilious. Of these, the 
word "aeronaut" was spelled the following nineteen ways before being 
correctly spelled, viz : errenaut, eerenote, airanut, eranoch, arenaught. 



182 MAEYLAND EDUCATIONAL JOURNAL, 

\ erenolfc, errornort, eronaut, aregnout, erunaut, airinouglit, earonaut, 
\arenarch, aranult, eranough, airenoch, erjnort, arinought, arroneut! 
i We may hereafter present some of the particular views expressed, 
referring to teaching spelling in various different methods, which oc- 
cupy several pages of the report. 



Happiness. 

BY S. R. li. 



"Where grows? where grows it not? If vain our toil 
We ought to blame the culture, not the soil. 
Fixed to no spot is happiness sincere — 
'Tis no where to be found, or everywhere." 

The universal desire for happiness is a proof that all were created 
to be happy, but few with sincerity can declare themselves as happy 
people, and if the acknowledgment is made, it is accompanied with a 
sigh for some unattained good. 

When Adam, our great federal head, (made in the image of his 
Creator,) was placed in Eden, he was perfectly happy ^ — but, with his 
innocence, his happiness departed, and we, his children, inherit his 
misery ; and miserable we remain until restored to purity by the 
second Adam. 

None need hope for other than a fitful, fleeting joy, before he yields 
his heart to heavenly influences. Not until then can he expect to 
have a solid, lasting joy, a continued happiness, that will flow on like 
a mighty river, deepening as it flows, to the end of life. 

Sin is the great cause of misery, but many fail of finding happiness 
even after the oppressive burden of sin is removed, because they are 
not content to find it in small things, but are continually looking for 
great occasions, that never come. 

To the great majority of the human race it is a negative rather than 
a positive state, and so some are happy and do not know it. 

Each individual may increase his stock of happiness by cultivating 
the soil of the heart a little deeper, in forgetting self and remember- 
ing his companions on the road of life a little more than is usually 
the case. By a pleasant word to the depressed ; a kindly act to the 
necessitous; giving sympathy to the afilicted, and smiles to the pros- 
perous, our interest is made known to our fellow-voyagers, and we are 



A SCHOOL AND FAMILY MONTHLY. 183 

ultimately gamers by a reflex happiness, in witnessing the pleasure we 
give to others by our ministrations. 

Education is the most fruitful source of happiness considered apart 
from religion ; it subdues what is gross in our nature ; elevates our 
tastes, and prepares us for a full enjoyment of the beauties of nature, 
which are so lavishly spread over the broad earth for the joy of all. 
The poor as well as the rich man ; the invalid and those who are in 
robust health, can alike study the varying landscape, the cloud-capped 
mountain, with its leaping cascades, and the magnificent arch of hea- 
ven, with its midnight stars or gorgeous canopy of clouds at sunset. 

Every child should have its attention directed to objects of beauty 
in nature at an early period, especially to flowers, trees and insects, 
which are so abundant everywhere. The habit of noticing small, 
things will grow as years increase, and will be a life-long benefit, 
giving a love for nature and yielding a pleasure that calls for no re- 
pentance, and that necessarily leads the mind from nature up to na- 
ture's God. 



Correspondence. 

I received a copy of "The Maryland Educational Journal" for 
July last. Since the reception and examination of it, I have been 
reflecting about subscribing for it. Why don't you publish articles 
which tell us how to teach the diff'erent branches, commencing with 
the A, B, C? The reports of the proceedings of "Teachers' Insti- 
tutes," held in the difiFerent counties of the State, don't amount to 
anything, because they don't give "particulars." Please publish 
practical articles on teaching and government, and give us full reports 
of the discussions in the "Teachers' Institutes." 

[The above expresses the views of many, and writers for this Jour- 
nal will please take due notice and govern themselves accordingly. 
Why cannot some attendant of each Teachers' Institute send us full 
reports for the benefit of all? — Ed.] 



^^~How long does it take a man to embrace Christ as his Saviour? 
As long as it takes a drowning man to let go a straw and lay hold of 
an ofi'ered rope. 



184 MARYLAND EDUCATIONAL JOURNAL, 

For tlie Young Folks ! 

J^g°°How pleasant it sounds to hear one say, as a boy passes, 
"that's a good boy !" A good boy is always sure of friends. He is 
trusted — everybody is ready to heed what he says^ for they know he 
will speak only the truth. Groods can be entrusted to his care, for all 
know he will not steal. When a kind act is to be performed, no one 
hesitates to ask a good boy to do it, for all know that, if it is in his 
power, he will gladly confer a favor. Are you a good boy ? This 
will also apply to girls. 

Exercises in Grammar. — 1. One dollar was given, two dollars was 
asked. 

2. Twenty dollars was bid, and twenty dollars were paid. 

3, The captain with the crew was overthrown with the vessel. 

-4. The country abounds in fruits which the inhabitants are very 
fond of. 

5. This is probably the same man that he spoke of. 

6. As the snow fell fast and the winds blew hard, a cry was heard 
one night. 

7. What a lot of grammatical errors are made, and how difficult 
these sort of thino-s are. 



J|@°*Many of the urchins of this generation want to be more than 
boys. They deem the venial mischief of the olden time beneath their 
dignity. Instead of giving their tender minds to simple games and 
sports, they discuss prize-fights. Instead of munching apples, they 
chew tobacco. Instead of blowing soap-bubbles, they smoke segars. 
And while few reprove them for the practice of these and other vices, 
many laugh at and encourage them. If such is the bent of the hu- 
man twig, it is easy to guess how the tree will be inclined. The boy 
with men's vices, inevitably ripens into the law-defying, peace-dis- 
turbing rowdy, whom nothing short of the direct interposition of Provi- 
dence can save from ruin in this world and the next. 



J^^'Teacher — "Tommy, what does h-a-i-r spell?" Apt pupil — 
"Dunnp, sir." Teacher — "Why, you numskull, what have you got 
on your head ?" xYpt pupil — "I dunno, sir, but I think it bees a flea !" 



^^It is Sunday, or Sabbath, every day in the week — somewhere. 



A SCHOOL AND FAMILY MONTHLY. 185 

Local School Intelligence. 

The Schools of Talbot County. — According to the tabular reports 
of the schools of this county, there has been an increase of nearly ten 
per cent, in the number of different pupils, and more than fifteen per 
cent, in the number of average pupils, in attendance, (exclusive of 
the High School,) over the number of the year 1865-66. In one 
district, where the old system of public instruction had not attained 
the development which it had in other parts of the county, the in- 
crease in the total attendance has been nearly thirty-three per cent., 
and the average attendance more than fifty two per cent. While 
sixty-sis per cent, of the whole number enrolled were in attendance 
each term of 1866-67, but sixty-one per cent, were at school each 
term of 1865-66. These figures show that not only has there been 
an addition to the number attending school at some time in the year, 
but that the term attendance certainly, and the daily attendance^ pro- 
bably, has been better. 

One new school house has been built ; two new schools have been 
opened, and all the school houses repaired, so far as the Board felt 
justified in expending the common funds for such purposes. One 
school house has been destroyed by fire, but measures have already 
been taken to replace it with a more beautiful and substantial struc- 
ture of brick, to cost $1200. It has been determined to erect a hand- 
some and commodious house in Trappe, at a cost of ^1800 to ^2000. 
These houses will be built this fall. 

The total cost of the schools, as accurately stated, has been increased 
by only ^561.54, notwithstanding the large amount which was ex- 
pended in necessary repairs, and included in the incidental expenses ; 
and notwithstanding the increase of the salaries of many of the teach- 
ers. But though the total cost has been increased by this amount, 
the average cost of each school has been increased by $9.42, or 2.02 
per cent., while the cost of teaching each different pupil has been di- 
minished 39 cents, or 4.1 per cent, and the cost of teaching each 
average pupil has been diminished $1.41 or 9.3 per cent. 

The school finances are in good condition. All debts and arrear- 
ages have been paid off"; a county levy, for the coming year, has been 
made, and there stands to the credit of the School Board, upon the 
books of the County Board, $7000, so that ample funds are provided 
to continue the schools one full year, even if the present school law 
should be abolished. All these results are greatly owing to the in- 
domitable energies of Dr. Harrison, the County President. 



186 MARYLAND EDUCATIONAL JOURNAL, 

Harford County Institute. — The "Teachers' Institute" for Har- 
ford county was held in Bel- Air during the second week in August. 
The total number of teachers present during the week was seventy- 
four — the number enrolled sisty-eight. Several classical teachers 
were present and cheerfully took part in the exercises. Among these 
were Mr. McKelway, Principal of Bel- Air Academy, and Mr. Curtis, 
Principal of Oakland Classical School, near Bel-Air. 

At the Institute, this year, there was less academic instruction 
given than was given last year, but we had more discussion, more 
lectures and more essays. 

Kev. Dr. Van Bokkelen and Prof. Newell were listened to with 
marked attention. Mr. Curtis delivered a lecture on "Latitude and 
Longitude," which well paid every teacher who heard it, for the time 
and money spent in attendance. We want more of these well-di- 
gested lectures, and more we intend to secure. 

The increasing interest evinced by the teachers in this compara- 
tively new means of improvement, is indeed gratifying to all persons 
who have the welfare of teachers, patrons and pupils deeply at heart. 



Baltimore County Institute met on Monday afternoon, Sept. 2, 
at two o'clock, in the Odd-Fellows' Hall, at Towsontown, under the 
immediate supervision of Prof. M. A, Newell, Principal of the State 
Normal School. About one hundred teachers were present. The 
exercises were commenced by an address by Dr. Van Bokkelen upon 
the advantages of institutes such as the one now being held. Essays 
upon the word-method of teaching reading were read from Mr. Jas. 
Torrington, Miss Ida Hush, (read by Mr. Wm. M. Soper,) and Miss 
Sallie E. Ebaugh. The subject was further discussed by Prof. Newell 
and Messrs. McGinn and Foy. The exercises for the day were then 
closed by some remarks by Prof. Newell upon the subject of teaching 
reading. 

On Tuesday morning there was an address on "School Records and 
Statistics" by R. C. McGinn, Esq. The individual reports of the 
committee on "teaching spelling by writing" were then read and 
elaborately discussed. 

The remainder of the morning session was occupied by Prof. Newell 
in the discussion of "The Metrical System of Weights and Measures." 
At the reassembling of the Institute at 2 P. M., an interesting lecture 
upon the subject of "Music in the School" was delivered by Rev. J. 
H. Kaufman, pastor of the Govanstown Presbyterian Church. The 



A SCHOOL AND FAMILY MONTHLY. 18 7 

remainder of the afternoon session was occupied in debating "What 
is the Value of School Exhibitions and Examinations, and how should 
they be conducted ?" 

On Wednesday and succeeding days other appropriate exercises 
were had, among them a lecture on Etymology, by R. C. McGinn, 
Esq., President of the Baltimore County School Board; also a dis- 
cussion on the question "How is good attendance to be secured;" 
and a spelling match for a copy of Webster's unabridged Dictionary; 
full particulars of all of which have not, however, been furnished us 
in time for this number. 



Editorial Salmagundi. 

j|@°°NOW that schools have opened again, and teachers are at 
their posts, we hope our subscribers will all endeavor to get others to 
subscribe. 



^^hy ici'U not friends of Education in our State send to the 
Journal for puUication fidl rejyoHs of some of the interesting addresses 
and discussions heard at the different Teachers^ Institutes? "We pause 
for a reply 1" 

We respectfully request those friends who sent us lists of sub- 
scribers during the past spring, to do us the favor to see that all pay 
their subscription. Names, without money, are profitless ; and we 
received in good faith the lists of names sent us as being responsible. 

.^^"Specimen copies of this Journal will be mailed free to all who 
wish to subscribe, or who will act as agents to procure subscribers. 

The Sunday School Times. — We are not, and do not wish to be 
considered enthusiastic, but we do say, after an acquaintance of seve- 
ral years, that the Sunday School Times, published in Philadelphia 
by Messrs. Garrigues & Co., and edited by Prof. John S. Hart and 
I. Newton Baker, is the best paper for the Sunday School teacher 
or Superintendent we know of, besides being an excellent religious 
family paper, and having withal much that may be profitably avail- 
able to the secular teacher. Prof. Hart is principal of the New Jer- 
sey State Normal School. 

,^^"Will you, reader, write an article for publication in this Jour- 
nal? 



188 MARYLAND EDUCATIONAL JOURNAL, 

Sciiooi, Requisites. — Messrs. Schermerhorn & Co., New York, are 
enterprising gentlemen, who furnish everything requisite for school 
keeping. They will fit you out with books, apparatus, desks and in 
fact with a teacher, too, if you want one. Write to them. "We be- 
lieve Messrs. Bond & Co., Baltimore, are their agents. 



Notice. — Most of the articles which appear in this Journal are 
original — prepared expressly for these pages. Editors of other jour- 
nals are invited to copy whatever they choose, either with or without 
the usual credit. We are not so sensitive on this point as some of 
our cotempoi'aries. 



^^° Advance payments are required, as you know, gracious reader, 
for this Journal, and if you have not yet paid, please enclose the 
money in a letter by mail to the publisher at Cumberland at once — 
or notify us when you will remit. 



Littell's Living Age. — This sterling old literary hebdomidal (Bos- 
ton) still holds on its way prosperously. The only weekly magazine 
of the kind published. 



JI^^'ALL TEACHERS in Maryland are hereby appointed agents 
for the Maryland Educational Journal, and will please act accord- 
ingly. The back numbers will be sent free to every teacher desiring 
them, who will act as an agent. This proposition will remain open 
until the files are exhausted. 



We once advertised a friend's grocery in our paper, who, among 
other things, kept "queensware, liquors," &c., and, being a temper- 
ance man, were afterwards taken to task for this as an inconsistency. 
If publishers are to be considered as favoring the use of everything 
they advertise, then certainly they would have queer tastes. 



.^^"When you build your house, so arrange your sleeping apart- 
ments that you may recline with your head due north. Somebody 
says this will prolong life. 

We take some credit to ourself in this: — that while other perhaps 
"older and better soldiers" in the school cause were (though unknown 
to us) considering about starting an educational journal here, we were 
the first and only one who offered to run the risk, and to DO I And 
now, dear public, we ask you to give us a fair trial. 



A SCHOOL AND FAMILY MONTHLY. 189 

,fi^#"Everybody thinks himself competent to edit an educational 
journal, and we wouldn't be surprised, therefore, to hear of several 
more being started in our State, particularly as things look so very 
flattering in regard to a school system ! 

J^"There are a great many good periodicals and magazines pub- 
lished in a great many cities, and they all want a great many favor- 
able notices published, about themselves, but somehow or other very 
few of them seem inclined to reciprocate such favors. We decline to 
notice those who will not notice us. 



^^"Rationalism, spiritualism, atheism, universalism and all forms 
and phases of infidelity are rife in the land, and manifest themselves 
in the thoughts of many writers in books and periodicals. Parents 
cannot be too cautious about the reading of their children. 



The pages on "Memory" in this Journal, showing the application 
of Mnemotechny, can be had separately at low rates, by teachers who 
may desire practically to test the plan in the school room. 

Liberal Premium. — We will give a neatly printed pamphlet of 
thirty-six pages, containing much useful reading for teachers and 
students, to any one who will send us a new subscriber with $1.50. 

^^"Subscriptions to this Journal may begin with any number, but 
we have about two hundred spare copies of each of the five back num- 
bers, and want just that many new subscribers to begin with the first 
number. 

Let every one of our subscribers take a pride in procuring other 
subscribers, and in sending us local items of school intelligence or 
other matter for publication. 

i5^"All cash paying subscribers to this Journal who may be in 
want of schools can have their wants made known without charge. 
We design opening a teachers' register in these pages, free to sub- 
scribers — a small fee to others. 



All teachers in the State, whether in public or private schools, all 
school men generally and all connected with schools, who can write, 
are respectfully and urgently requested to become contributors to the 
pages of this Journal. Approved articles xcill he paid for. 



190 MARYLAND EDUCATIONAL JOURNAL, 

Payments due this Journal may be made to James Young, Esq., 
No. 114 West Baltimore street, Baltimore, who is authorized to give 
receipts in the publisher's name. 

.^■^'Oh how many days and weeks and months and years are wasted 
for the want of a plan ! Have a plan. 

This Journal is edited by Dr. Nelson and E. S. Zea-ely, (aided by 
a corps of contributors,) — the latter being the publisher and conti'ol- 
ling manager, and assuming all pecuniary risks, &c. Dr. Nelson has 
special charge of the first pages in each number. 



The pages of this Journal are open to a free fight on all educational 
subjects, provided, of course, all things be done "decently and in 
order." 



SPECIAL NOTICE.— The preceding numbers of this Journal 
have been mailed to all known subscribers. Notwithstanding, we 
hear complaints that some who are subscribers have not received the 
Journal. The fault is with that useful but well abused institution, 
the Post OflSce, not with us ! And this is to beg that all who do not 
receive the Journal promptly each month will please report to the 
publisher. 



All remittances on subscription or otherwise for this Journal, may 
be made by mail at the publisher's risk, when enclosed in the presence 
of a witness (as the Postmaster), otherwise remit by money-order or 
registered letter. 

The original plan of conducting this Journal, as first announced in 
the prospectus, will be carried out. 



^^"Does anybody seriously believe that the next Legislature will 
allow a school system to die by default ? Does anybody seriously ap- 
prehend the possibility of our State being left without a school sys- 
tem? If so, we will make the following proposition: Come on, Mr. 
Doubter, and Mr. Faithless give us your note for subscription to this 
Journal, with payment conditioned on our having a school system, 
and you shall have as many copies as you please ! 

Mental and Social Culture, by L. C. Loomis, A, M., M. D., 
published by Messrs. Schermerhorn, N. York, is a valuable book for 
thoughtful people. 



A SCHOOL AND FAMILY MONTHLY. 191 

Sandeks' Union Reader?, by Messrs. Ivison, Phiimey, Blakeman 
& Co., have recently been enriched by the addition of a new fifth or 
intermediate reader, of merit. These readers do not attempt to teach 
two things at once, nor have the publishers forced the author to feats 
of ground and lofty tumbling in order to conform the reading matter 
to the engravings.. 

Mistakes of Educated Men, by Prof. John S. Hart, is a practical 
little book, replete with weighty thoughts, characteristic of the au- 
thor. Messre. Garrigues & Co., Philadelphia. 



Temperance. — Temperance is an educational power, and we are 
glad to see the lemperance men of the State bestirring themselves. 
Temperance organizations are everywhere flourishing. 



The Sabbath. — Organizations for the better and more general ob- 
servance of the Sabbath are forming in many parts of Maryland, and 
should be encouraged by all true men. 



Education. — Everything is education : the trains of thought you 
are indulging this hour ; the society in which you spend the evening ; 
the conversations, walks and incidents of to-morrow. 



Suicide. — Is he alone a suicide who, in a moment, with poison, 
pistol, dagger, or rope, ends his earthly existence — or is he no less so 
who by wilful and persistent disregard of nature's laws shortens his 
life and brings upon himself premature decay ? 



"By Express." — Such express companies as the Adams' and Harn- 
den's are great institutions. In ilieory goods delivered to them go 
forward by first train, but in practice it is difi'erent, and complaints 
are often disregarded. 

Local Memory. — Location and association are powerful aids to 
memory. Many students of the Bible, for example, have found great 
benefit from always using the same edition of the Bible, that the same 
passage might always be found on the same page and same part of 
the page. 

Wood's Primary Geography, by James Cruikshank, LL.D., is 
another of the too many good Geographies, which contains some valu- 
able hints to teachers. Wm. Wood & Co., New York, 



192 MARYLAND EDUCATIONAL JOURNAL. 

Branching Out. — The Baltimore and Ohio Railroad Company has 
nearly completed its branch road to Hagerstown, and the road from 
Point of Rocks to Washington city is progressing. The B. & 0. R. 
R., be it remembered, with its numerous branches and connections — 
including its line of steamers to England, is one of the most stupend- 
ous evidences of American energy in existence. 



Phonetic Spelling. — "An easy method of spelling the English 
language, by Joseph Medill, Chicago." This is a pamphlet of 24 
pages, containing sensible reasons for a change in the fashion of our 
language. 

Novelty Microscope. — We have received from the sole proprietor, 
Geo. Mead-, Racine, Wisconsin, one of his pocket microscopes, which, 
after examination, we can recommend as very serviceable, neat and 
convenient, for examining various objects. ^2. 



^^'In our next we will pay our respects to the newspapers of 
Maryland — seriatim. 

,^^Where does day begin ? or where do the days begin ? 

Primary, Systematic Human Physiology, Anatomy and Hygiene, 
by T. S. Lambert, M. D. Wm. Wood & Co., N. Y. We are "fear- 
fully and wonderfully made," and we see no reason why Physiology 
should not be studied in our schools ; and here is a book containing 
a method of analysis and classification, both simple and complete, 
practical and interesting, adapted to the use of young scholars. 

Be it remembered, that for the "Memory" articles in this Journal 
is claimed a high position among "methods of teaching ;" and it is 
not cenerous to condemn any "method" without a fair trial. 



Institutes. — We will pay for full reports of Teachers' Institutes, 



CANVASSERS WANTED ! I ! 
Canvassers wanted in every City, Town, Village and neighborhood, 
for the "Maryland Educational Journal." Extra inducements 
offered to energetic, faithful men. Specimen Copies furnished free of 
charge. 



HUvijIawcl Educational |0Miiial 

SUBSCRIPTION RATES. 

yingle copies, per annum, in advance $1 50 



3 copies $4 00 

5 " 6 25 



10 copies to one address 12 00 

15 " " " 17 00 



AMEllTISIi^G RATES. 



One Page. 
Haie Page. 



1 mo. 



$10 00 $19 00 

5 00 1 9 50 

Quarter Page 1 2 50| 4 75 



3 mo. 


6 mo. 


9 mo. 


$27 00 
14 00 

7 00 


$50 00 
25 00 
12 50 


$65 00 
33 00 
17 00 



12 mo. 

$80 00 
40 00 
20 00 



ST. JOHN'S COLLEGE, 



THIS INSTITUTION, easily approached from every part of the country, and 
having general telegraphic communication, under its thorough re-organization, 
offers unusual facilities for Education. Its corps of "well trained and efficient 
instructors, with its highly literary and scientific President, is prepared to educate 
the sons of Maryland as highly and thorough)}' as anywhere in the country. Being 
liberally endowed by the State, it can afford to educate cheaply. The whole 
cost of Collegiate Education is (without extras) two hundred and fifty dollarg 
per annum. Two boys from each county and the city of Baltimore will be taken 
for two hundred dollars per annum. 

Next Academic Year will begin on, Monday, 2d day of September. 

JAMES C. WELLING, A. M., PRlNcrPAL, 
And Professor of Mental and Social Science, including the Philosophy of History. 
Rev. C. K. NELSON, D. D , Vice-Principal, 
And Professor of Moral Science, and Lecturer on Natural and Revealed Religion and the Evi- 
dences of Christianity. 
Rev. JULIUS M. DASHIELL, A. M., 
Professor of the Ancient Languages, their Literature and History, 
HIRAM CORSON, A. M., 
Professor of the English Language, its Literature and History, and Rhetoric, including Vocal 

Culture. 

WILLIAM STEFFIN, A. M., 

Professor of Mathematics, Natural Science, and Physical Culture, and Acting Professor of 

Chemistry. 

DAVID N. CAMP, A. M., 

Principal of the Normal and Preparatory Departments. 

*Rev. WILLIAM L. GAGE, A. M., 

Professor of Physical Geography and its Relations to the History and Industrial Resources of 

Nations. 

*3. S. HALDEMAN, A. M., 

Professor of Natural History, and Lecturer on Ethnology and Comparative Philology. 

WILLIAM H. HOPKINS, A. M., 

Assistant Professor of the Ancient Languages and Mathematics. 



* These gentlemen, although having accepted their respective offices, will not enter upon 
their duties until their services are required. 



(lIuxGER's Invention. J. W. Scueemerhorn & Co., Manupaciurers.) 
Makes a Surface which Rivals the Best Wall Slates. 

It is Perfectly Black ; never Crumbles ; always remains Hard and Smooth. 

It is succes.sfully applied to any kind of board or wall, and is invaluable in renovating old 
wooden blackboards. Its durability is proved by twelve years' severe use in some of the 
best Schools in New England and Mew York. The surface seems to improve with use and age. 

Any teacher, by observing directions, can apply it, making j5er/ec£ slate surface, unrivalled 
in color, smoothness and durability. 

PRICE— Quarts, $-3.00; Pints, $1.75. Five p. c. discount on, b gals.; ten p. c. on 10 gals. 

One quart will cover 100 sq. ft. Hence it makes a cheap Blackboard. For old Boards one 
coat is enough. Xew surface requires two coats or more. It is put up in tin cans, and safely 
sent by express. 

CAUTION". — The Eureka Liquid Slating is the Original Ztgwid Slating— the Jirst 
Liquid Blackboard ever olfered for sale Its great success has called out several imitations; 
but none can produce the perfectly smooth, enduring, de.,d-hlack surf ace of the Eureka. It 
IS positively the only slate surface which will not glaze. 

Prominent educators almost everywhere can speak for Eureka Slating, and we will war- 
rant it. 

Sold by J. W. BOND & CO., Baltimore, Md., 

AND BY SCHOOL-FDRXISHING HOUSES GENERALLY. 
Send for Specimen of American Educational Monthly, and complete list of school books, Ac. 
J. W. SCHERMEEHOSN & CO., 430 Broome st.. New York. 




On and after SUNDAY, May 5, 1867, 
three daily trains will be run between Balti- 
more and Wheeling and Parkersburg, as follows: 

MAIL TRAIN will leave Baltimore daily (except Sunday) at 8.45 
A. M. FAST LINi:: will leave daily (including Sunday) at 5.20 P. 
M. EXPRESS TRAIN will leave daily (except Saturday) at 9.45 
P.M. These trains connect at Belair and Parkersburg for all points 
West, Southwest and Northwest. 

FREDERICK ACCOMMODATION TRAIN leaves Baltimore, 
daily, at 4.20 P. M., (except Sunday.) Leaves Frederick for Balti- 
timore daily (Sundays excepted) at 7.05 A. M. 

THE ELLICOTT'S MILLS TRAIN leaves Baltimore at 6.20 and 
9.50 A. M., and 1.20 and 5.20 P. M. Returning leaves Ellicott's 
Mills at 7.30 and 11.10 A. M., and 2.30 and 6.30 P. M. 

FOR WASHINGTON.— Leave Baltimore at 3.50, 7.05, 8.50 and 
9.45 A. M., and 3.15, 4.15 and 7.45 P. M. 

FROxM WASHINGTON FOR BALTIMORE.— Leave Washing- 
ton at 7.00, 7.45 and 11.15 A. M., and 2.00, 4.30, 6.30 and 8.45 
P. M. 

FOR ANNAPOLIS.— Leave Baltimore at 7.05 A. M. and 4.15 
P. M.; leave Washington at 7.00 A. M. and 4.30 P. M. Trains 
leave Annapolis at 6.30 A. M. and 3.40 P. M. 

SUNDAY TRAINS.— Leave Baltimore for Washington at 3.50 
and 9.45 A. M., and 4.15 and 7.45 P. M. Leave Washington at 
7.45 A. M., and 4.30, 6.30 and 8.45 P. M. 

For further information. Tickets of every kind, &c., apply to J. T. 
ENGLAND, Agent, Camden Station, or at the Ticket Office. 

JOHN L. WILSON, uVaster of Transportation. 

L. M. CoLE, General Ticket Agent. 



" I-didn't-get-no-Letter." 

Thus bitterly cried a little girl as she left the Post Office one day. 

Her tears told the value of a good letter. 

What is prized more, or hailed with greater delight? 

The young love to be noticed ; seldom receive letters. Whatever 
truths come to them in this form they read and remember with pecu- 
liar interest. 

Rev. Edwin M. Long has been for years devoting himself to religi- 
ous correspondence as a specialty ; he has had over 7,000 names on 
his list of correspondents; to whom over 11,000 letters have been 
sent. 

For ^1 a year he sends a letter monthly to a young person — -a Sab- 
l)ath school — a class — or family of childi*en. 

They will be found of great service to Teachers, Pastors, Parents, 
Sunday School Superintendents, and others. 

Each letter is in Ita ndv-riting . There is a cJiarm and an individu- 
ality in a written letter that cannot be given to a book or newspaper 
jDrinted y'roTO type. 

These letters, gotten up as a model of penmanslvip , become a monthly 
/:opy hook — teaching the beauties of Penmanship. The heading — 
Pen and Ink Pictures — Rebuses and other ornamental parts of the 
letters are different each month, and are designed to teach graceful pen 
and ink flourishes and to show what can be done with the pen. Thus 
we believe that a year's reception of these letters will be worth a quar- 
ter's schooling in penmanship. 

Each letter is on a special subject — illustrated by choice incidents, 
extracts from children's letters, and written in style a.nd language 
suited to the young, and designed to improve the head and heart. 

They are uniform in size, so that they can be bound, and make a 
beautiful and novel volume at the end of the year. Two such volumes 
are now ready and for sale, with title page and table of contents. 
Sent post-paid for $2. 

M^^The Monthly Letter terms are %1 a year in advance. 
Specimen 10 cents. 

Address "LONG'S LETTER OFFICE," 

1210 Clu'snut street, Philadelp)hia, Pa. 



LITTELL'S LIVING AGE. 

* • « 

.i Magazine published every Saturday in Boston, coiitaining the best Reviews, Criti- 
cisms, Stories, FtKjitive Poetry, Scientific, Biographical and Political 
Information, gaihtred from the entire body of English 
Ptriodical Literature, and forming four hand- 
some volumes every year, of immediate 
intereU and solid perma- 
7ient value. 



EXTRACTS FROM LETTERS AND NOTICES 0? THE PRESS. 
From the late President of t.Iie United States, John Quincy Adams. 

"Of all the periodical journals devoted to literature and science which abound in Europe 
and la this country, 'Tli-; Living Age' has appeared to me the most useful." 

From, the Historian, Jared Sparks. ^ 

"I fully concur with Mr. .Justice Story in liis estimate of the utility and importance of 'Th 
Living Afte' as a valuable contribution to our literature, not merely of temporary iiiterestr 
but of permanent value." 

From the Springfield (Mass.) Republican 

"We can do these among our readers who love sound and pure literature no better service 
than by referring them to this sterling weekly. It is decidedly the best magazine of the class 
published in the United States, If nut in the world." 

From the Philadelphia Press. 

'■The volume for October, November, and December, 1866, (being the third quarterly of the 
fourth series and the ninety-ITrst of the whole. ( fully maintains the high character of the work. 
It contains the following serials: 'Nana Balatka' and 'Sir Brook Fosbrook,' from Blackwood; 
'Madonna Mary,' from Good ffords; 'Village on the ClitT.' from llie Cornhill Magazine; and 
'Old Sir Douglas,' from Maxmillian. The 'Living Age,' we repeat, is a library in itself^ 
worthy of its high repute.'' 

From a Clergyman in Massachusetts of much literary celebrity. 

"In the formation of my mind and character I owe as much to 'The Living Age' as to a 
other means of education put together," 

8^"Published everv Saturday at $8.00 a year. Sent free op postage, by 

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CLOSING SEAT SCHOOL. DESKS 
Patented to W. H. SOPER, March 31st, 1863. 




Rear seat. 



No. 2. No. 1. 

MANUFACTURED AND SOLD BY 

S. S- STEAT-ElSrS Sz SOIST, 

Extensive Manufacturers of Cabinet Furniture, 

No. 3 SOUTH CALVERT STREET, BALTIMORE, MD. 
To whom all orders for desks must be addressed. For any information about the sale o£ 
the Patent Right or the privilege to manufacture apply to 



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^ ^ MARYLAND ^ 



f 




— SCHOOL 



% 



U^^Mx^^f^-'^^^i^ 



DEVOXKD TO 



POPULAR INSTRUCTION AND LITERATURE. 



EDITORS: 

Rev. C. K. NELSON, D. D., Annapolis, 

Vice Pres. St. John's College, and Pres. State Teachers' Association, 

E. S. ZEVELY, Cumberland. 



NOVEMBER, 



1867. 




Vol. 1. 



No. 7. 



B A L T I IVI O R S s 

E. S. ZEVELY, Publisher. 

Printed by Jame s Young, 114 -West Baltimore street. 



J|@^See "Editorial Salmagundi,", pages 218 to 221. 



FOU, SALE. 

A complete first class STEREOPTICAN or DISSOLVING VIEW 
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good order and nearly ncAV ; will be sold at reasonable price. Ad- 
dress the Publisher of this Journal for particulars. 



iiNTLlliM, 



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EDUCATIONAL JOURNAL, 

A SCHOOL AND FAMILY MONTHLY. 



Vol. I. BALTIMORE, NOVEMBER, 1867. No. 7 




The English Language. 

N a paper in the last number of this Journal we aimed to 
exhibit the educational power of the English language in 
the developing and strengthening of the critical or discrimi- 
nating faculty. The aim of the present paper is to illustrate 
the power of our own tongue in educating the imaginative 
faculty also. It is one of the strongest arguments in favor 
of the languages of Greece and Rome, that they are so ad- 
mirably adapted to the highest culture of the imagination. This is 
especially true of the sublimest of all languages, the Greek — the 
tongue which was chosen of Heaven as the vehicle for bringing down 
to earth the holy and ever-blessed Gospel. But although these lan- 
guages, as a whole, are sublime nurturers of the noblest elements of 
man's nature, this is especially the case with single word?, which are 
in themselves grand poems. It would be doing injustice to these im- 
mortal words to despoil them of their glory by the best-intentioned 
version ; we can therefore only suggest to our classical readers the 
luxury of referring to their Virgils and Homers. But we will not 
admit that our own tongue is one whit behind these grand old tongues 
even in this respect. To say nothing of the fact that our own Eng- 
lish Bible and Milton and the one Shakspeare are all the highest ex- 
amples of the purest English — we have words — generally adopted 
ones — but sometimes pure Anglo-Saxon ones — which are the highest 
illustrations of the power of single words to stir the human imagina- 
tion to its very depths. What a grand panorama of moral beauty 
does the pure Saxon word God — the Good — open up ! It combines all 
the powers of the classical gods, but over them all casts the softening 
veil of mercy. "We have the cloud-compelling Jove — but the ele- 
13 



13^4 MARYLAND EDUCATIIKAL JOURNAL, 

ments of nature are compelled to be the ministers of Him "who feedeth 
the young ravens when they cry, and in whose sight not a sparrow 
falleth to the ground without his knowledge/' We have the far-dart- 
ing Apollo in the ever-abiding presence of Him "who, if I ascend 
Up to Heaven He is there — if I go down to hell, He is there alsoj if 
I take the wings of the, morning and dwell in the utmost parts of the 
sea, even there also shall His hand lead me and His right hand shall 
hold me." We haVe the earth-shaking Neptune in Him "whose 
voice hath once shaken the earth ; but now hath he promised, saying, 
yet once more 1 shake not the earth only but also Heaven— and this 
word yet once more signifieth the removing of those things that are 
shaken as of things that are made that those things which cannot be 
shaken may remain." 

In the adopted word "plague" we have a word rich not only in 
ethical meaning but also in poetic power. The word, in its historic 
meaning, denotes any very generally prevalent disease, especially the 
disease which to this day is found throughout the East. According 
to its etymological signification it means a stroke. The highly imagi- 
native and religious mind of the Eastern people, when they found 
themselves surrounded by a disease that was breathing pestilence and 
death everywhere, beyond the reach of human art and amenable to 
no sanitary law, created the word "plague," stroke — God's stroke. 
What a depth of meaning in the word ! We find ourselves in the 
midst of "the arrow that flieth by day and the pestilence that walketh 
in darkness," and look up to Heaven and say it is the "plague." We 
see our whole country a great battle-field — brother fighting with 
brother — cities burned — fields desolated — on all sides sorrow and woe 
— and we can only fall on our knees and meekl}^ raise our eyes to 
Heaven and cry it is the "plague" — God's stroke. 

The word "dilapidate" — how derived every boy that knows his Latin 
grammar understands very well — is an example of the same kind. 
We speak of a dilapidated fortune — and at once the ruins of a mag- 
nificent palace or majestic temple — as that of Jupiter Ammon or Tad- 
moor in the Desert — rise before us. We involuntarily revert to the 
time when the music of the tabret and the harp resounded through 
their halls and the voice of joy and revelry was heard within their 
courts, and as we look upon them now, "not one stone left upon an- 
other," we instinctively recall the words of Holy Writ: "But the 
wild beasts of the desert shall lie there, and their houses shall be full 
of doleful creatures, and owls shall dwell there, and Satyrs shall dance 
there." 



A SCHOOL AND FAMILY MONTHLY. 195 

The word "devastate" is equally suggestive, but transports us into a 
irather different sphere. It calls us away from decaying temples and 
toouldering palaces into fields that once "bloomed and blossomed as 
the rose," but which are now converted into one vast wilderness, whose 
solitude is unbroken save by the voice of the lion "who goeth about 
•seeking whom he may devour," or of "the young lion that seeketh his 
meat from GTod." These esamples must suffice to show that our own 
tongue is by no means void of the power of cultivating the imagination 
and moulding the poetic elements of our nature in the highest forms of 
beauty and |)roportioa. n. 




Anglo-Saxon and Latin Words Compared. 

N the last number of our Journal we referred to the follow- 
ing pairs of words: childish, infantine; boyish, puerile; 
womanly, effeminate ; manly, virile ; as illustrating the 
power of the English language, from its richness in appa- 
rent synonyms, to cultivate delicacy of taste and nicety of 
discrimination in the choice of words. We now refer to 
them that we may have the opportunity of comparing w^ords 
of a Latin root and those of pure Anglo-Saxon origin, in point of 
strength, and think that we shall find the pure English words, childish, 
boyish, manly, womanly, more nervous and vigorous than their Latin 
compeers, infantine, puerile, virile, effeminate. We do not mean for 
a moment to intimate that words of Latia derivation have not their 
nice uses and their highly befitting places in our language ; for lan- 
guage, like nature, always resorts to just such outward expressions as 
are best adapted to preserve and develop its inner life ; but we main- 
tain, without fear of contradiction, that English words, for the most 
part, convey more clearly and strongly the thoughts we wish to com- 
anunicate. This arises from the organic structure of the language. 
Strength is the characteristic element of the English language (in- 
herited from the Oerman) as sublimity of the Greek, and softness of 
the Spanish, and melody of the Italian, and analytical nicety of the 
French. When we desire to express the true nature of a male child, 
we speak of him as a boy and his true character as boyish. Puerile 
is designedly used to express what is unfavorable in such a nature.. 
Hence a man who forgets the dignity which belongs to his character 
and degenerates into something below his nature, becomes puerile. 
Man and manly are pure English words, asd at once suggest strengtli 



196 MARYLAND EDUCATIOJiTAL JOURK'AL, 

and power. No doubt the sense of the force of a word arises in part 
from association. This is illustrated by the words virile and manly. 
Yirile is derived through "vir" from the Sanscrit word "vera," which 
means strength, and manly from a Hebrew word which means form; 
and yet whenever we wish to indicate the perfection of vigor and 
strength we use the word manly. We might go through with each 
of the other pairs of words and show that it is equally true of them 
that the words of Saxon derivation are the stronger and more forcible. 
The history of our language affords the fullest illustrations of the cor- 
rectness of these conclusions. The standard English authorities are 
those in which are to be found the purest Anglo-Saxon words in the 
greatest proportion. Three-fourths of the words in Shakspeare are 
pure English; and even Milton, with all the license allowed the poet, 
uses comparatively few words that are not of Saxon origin. This is 
true also of all the best writers of the sixteenth, seventeenth and 
eighteenth centuries. The highest illustration, however, of this almost 
universal use of thoroughly English words, is to be found in the re- 
ceived translation of the Holy Scriptures. In the Lord's Prayer, 
consisting of seventy words, there are only two words not of Saxon 
derivation ; and in the first Psalm, containing more than twice as 
many words, there are only three which can be even remotely referred 
to Latin roots. It could only have been that English words were the 
more expressive forms of conveying the meaning of the original that 
they were chosen ; and that the discriminating power of our trans- 
lators had been so thoroughly cultivated by profound study of almost 
all known languages that they were enabled to select the very best 
words for their purpose. For be it remembered that these men were 
the most learned men of the three kingdoms, and had been selected 
as translators of the Bible for the very reason that they were so pro- 
foundly versed in the various tongues. "We may fairly assume it, 
then, as the highest compliment to the force and freshness of the 
English language, that conscientious men, with a knowledge of all 
languages, should, in the discharge of the most solemn duty which 
could have been imposed upon them — the making known to men the 
holy mysteries of the Gospel — have almost invariably selected pure 
English words. Nor should we forget that it was for the very reason 
that they were such perfect word-masters that they were able to pre- 
sent the sealed truths of the Holy Gospel in words,' which while they 
are the admiration of sages .and philosophers, are the daily comfort of 
the rude and unlettered. n. 




A SCHOOL AND FAMILY MONTHLY. 19T 

Public Education iu Prussia. 

\f\ HEN Prussia so abruptly attained a world-wide renown 
by her energetic and successful war against Austria, by 
yr^^AvlU the defiance she offered to Napoleon, and by the boldness 
'^^ - with which she took the lead in the reconstruction of Ger- 

many, people unacquainted 'with the history of that coun- 
tiy grew curious to know the cause of such phenomena. 
The answer is this: Prussia has paid more attention 
to the education of the people and to the development of public 
schools than any other country except some sections of the United 
States. The strict enforcement of the law, by which every family 
is compelled to send its children to school, has made the elements 
of knowledge accessible to the humblest and poorest. Many nor- 
mal schools, carefully and strictly superintended by the Minister of 
Instruction and by the officers of the Board of Education, provide 
the country with the proper teachers for primary and common schools ; 
the Universities furnish the teachers for the institutes of learning. 
Nobody is licensed to teach who has not passed the proper examina- 
tions and who has not proved, by actual trial-teaching, that he pos- 
sesses facility in communicating his knowledge to his hearers. 

It is the object of this article to give a general outline of one par- 
ticular branch of the institutes of public education in Prussia, viz : 
the polytechnic schools. Our modern civilization does not altogether 
depend on classical learning, and our go-ahead age will not permit 
young men without fortune to travel through the charming realms of 
Greek and Roman civilization and then devote another number of 
years to the acquirement of practical knowledge, which is the sword 
with which they must carve their way through actual life. The Prus- 
sian government, therefore, wisely established polytechnic schools all 
over the country, one in each district at least. The expenses are de- 
frayed partly by the parents who send their sons, partly by the dis- 
trict, and partly by government. The teachers are carefully selected 
from among those who combine theoretical with practical knowledge. 
The philosophical and chemical departments are liberally supplied 
with models, apparatus and chemicals, and constantly enlarged ac- 
cording to the progress in science and inventions. A candidate for 
admission must pass an examination, in which he proves that he is 
properly prepared for the studies in the lower class of the polytechnic 
school. When accepted, he spends one year in each of the two 
classes. The plan of studies is this : 



198 MARYLAND EDUCATIONAL JOURNALj 

Languages : German, English, French. 

Ilathematics : plane and solid Geometry ; Trigonometry ; descrip- 
tive Geometry ; elements of Conic Sections ; Surveying ; Arithmetic 
and Mercantile Calculations ; Algebra, including quadratic equations, 
progressions and logarithms ; Application of Algebra and Trigonome- 
try to solution of geometrical problems. 

Physics: elements of all the branches of this science, practical ap- 
plications. 

Chemistry : inorganic Chemistry and such portions of Organic 
Chemistry as appear particularly necessary to understand the elements 
of Chemical Technology. 

Natural History : particularly minerals, their most important ap- 
plications. 

Mechanics and Engineering : thorough knowledge of the elements 
and of those branches of mechanical technology which are of particu- 
lar interest in the district. 

Architecture : simple constructions. 

Drawing and Modeling : pencil drawing and sketching fi-om nature ; 
modeling as soon as practicable ; geometrical drawing : projections 
and construction of shades so as to be able to draw simple engines 
and buildings in plan and section. 

Connected with each of these district-polytechnic schools, there is 
a class for mechanics who, having been compelled to leave common 
schools early, in order to learn a trade and work for their living, pos- 
sess ambition enough to improve their fortunes by study. They pay 
a trifle for such instruction — ^just enough to prevent any suspicion that 
they are taught from charity. (Readers will remember that the pub- 
lic schools in Prussia are no free schools.) The teachers of the poly- 
technic school are obliged to teach the mechanics in the evening and 
such other hours as will be convenient to the scholars. 

The young men, who have terminated their studies in the polytech- 
nic school, are obliged to pass an examination, and may then begin 
their practical career or go to the polytechnic academy in Berlin to 
complete their studies. Two pupils of each school, who have most 
creditably passed the written and oral examination, may annually join 
the polytechnic academy as students at the expense of government — 
which pays them $20 a month besides. 

The academy consists of two divisions — 

1. The general technical division, purely theoretical. 

2. Separate branches: (a) Mechanics, (b) Chemistry and Mining, 
(c) Naval Engineering, each theoretical and practical in the work- 
shops and laboratories. 



A SCHOOL AND FAMILY MONTHLY. 199 

The session for each division lasts 18 months, and a student may 
not attend the lectures of any of the separate branches, before he has 
.completed his course in the general technical division. 

Distinguished students are permitted to spend one more year in the 
workshop and laboratory, after the completion of their course of three 

years. 

The charges for students are $20 per half year, for chemists, |45. 
All the workshops and laboratories are most liberally provided for by 
government, and so is the library, to which every student has free 
access. The machines in the mechaiaical department not only serve 
for practical infitruction, but the department offers all facilities for in- 
ventive genius. The same is applicable to the chemical department. 

Having passed an examination and received a certificate, after the 
•completion of the course, the students begin their practical career 
with chances of success and employment in proportion to the grade of 
their certificates. Some of the most talented are employed by gov- 
ernment either in the engineering department or as teachers and di- 
rectors of the district polytechnic schools. A few are sent into other 
countries at the expense of government, to study there and to report 
on anything new or interesting. 

These are the general outlines of one branch of public education 
an Prussia, which would well repay the trouble of a thorough study. 



N. 



Aif Argument in Favor of our Present Public School System. 
—The most advanced pupil who has so far offered himself for admis- 
sion during the present session, at St. John's College, when asked at 
what school he had been so far educated, answered "at the primary 
school in my neighborhood." 



Eight to Sixteen. — It has been ascertained that among those who 
fall into a course of crime, nearly all do so between the ages of eight 
and sixteen years ; and that if a young man lives an honest life up to 
twenty years of age, there are forty-nine chances in favor, and only 
one against him, as to an honorable life thereafter. This is a fact of 
gingutar importance to fathers and mothers, and shows a fearful re- 
sponsibility. Certainly a parent should secure and exercise absolute 
control over the child under sixteen. It cannot be a diflftcult matter 
to do this, except in very rare cases; and if that control is not very 
wisely and efficiently exercised, it must be the parent's fault; it is 
owing to the parental neglect or remissness. Hence the real source 
of ninety-eight per cent, of the real crime in a country such as Eng- 
land or the United States, lies at the door of parents. It is a fearful 
reflection. 




200 MARYLAND EDUCATIONAL JOURNAL, 

English History.— Richard II. 

;^HE reign of Richard II is the topic of our present historical 
paper. We select as examples of a proper treatment of 
English historical subjects the lives on which Shakspeare 
has impressed his wonderful power, for the reason that the 
periods which his magical genius has illumined are the most 
distinct and life-like in the whole field of English history. 
There is a period, between the reigns of John and Richard 
II, of more than a century and a half untouched by the historical 
drama. In order to a full comprehension of our present subject we 
must briefly review this interval. The reign of John was one tissue 
of disasters to the interests of England. The kingdom which his 
father, Henry II, left strong v/ithin and mighty abroad, Richard I 
did nothing to increase. But the reign of John Lackland (a name 
derived from the fact that he had no rightful claim to the kingdom) 
was from beginning to end a series of relinquishments of his country's 
rights. In the first place he abandoned most of his French posses- 
sions to Philip, whose life of vigor and wisdom was in full contrast 
with his own. In the second-place, his natural boldness of character, 
which he had not the strength to support, involved bim in perpetual 
conflicts with the Pope. 

Henry, the third of that name, came to the throne in 1216. Mel- 
ancholy as was the state of the country in its outward life during his 
long reign of fifty-six years, it was favorable to the development of 
its internal strength. His exhaustion of the coBntry's resources and 
the exactions of the Italian clergy, so enraged a people who would 
never consent to be slaves as to foi-ce them to confine the king until 
the terrible abuses were mitigated and greater liberties granted. 

He was succeeded by the chivalric Edward I, whose reign was dis- 
tinguished by the most brilliant victories. This reign was marked by 
the annexation of the dependency of Wales, into which were intro- 
duced the constitution and laws of England, and by the conferring 
upon the heir of the British throne the title of Prince of Wales. The 
heroic names of Bruce and Wallace belong to this period. Edward, 
through the treachery of Baliol, having obtained foothold in Scot- 
land, roused the people to such a pitch of madness, that they seized 
the sword and, under the leadership of Wallace and kindred spirits, 
fought for their liberties, battles which to this day are sung in loftiest 
strains of heroic verse. The plains of Scotland were drenched with 
the noblest blood, and the coronation stone, which for centuries had 



A SCHOOL AND FAMILY MONTHLY. 201 

been regarded by the Scots with religions veneration, was brought to 
England and placed among the tokens of conquest which still grace 
the walls of Westminster Abbey. But no reverses could tame the 
spirits of the heroic Scots, who, through the immortal Robert Bruce, 
transmitted to the Stuarts the glory of their country. 

Ilis son, Edward II, succeeded him on the throne. This period 
was the very reverse of that which preceded. This prince was un-^ 
able to maintain his authority at home or to add to conquests abroad. 
The nobles repeatedly took up arms, and at last looked quietly on 
while his queen and her paramour forced the king from his throne to 
a bloody death in his prison. 

Edward III, his successor, was the greatest prince of the house of 
Plantagenet- It was during his reign that the severest checks were 
put to the encroachments of the Roman See in England. The famous 
John WiclifFe, Professor in Oxford and translator into English of the 
Holy Scriptures, nobly seconded the efforts of his royal master. Ed- 
ward increased the liberties of his subjects by granting to many towns 
the privilege of sending many representatives to Parliament. During 
this reign the number of representatives of Parliament so increased 
that it was necessary to divide Parliament into two houses. Lords and 
Commons. The rights of Parliament were at this time fixed on so 
stable a foundation that no power of tyrants has ever after been able 
seriously to affect it. In the investing of Parliament with the power 
of granting supplies, the English monarchy is so limited and condi- 
tioned as to afford the highest example of constitutional liberty. But 
while the king was thus strengthening the internal poAver of his king- 
dom, the English name was terribly formidable abroad. It was during 
this reign that the splendid victories of Gressy and Poietiers crowned 
the British arms. Calais fell into their hands and John of France 
was kept as a prisoner in the Tower. It was during this reign that 
the old story of Ilegulus was re-enacted on British soil — King John 
having returned to Paris in the hope of being able to obtain ransom 
and, not succeeding, went back to London and died there as a captive 
exile. While civil and religious liberty was making such great ad- 
vancement in the hearts of the English, their mighty ally, high and 
glorious poetry, was most nobly represented in the person of Chaucer 
— the first of the great English poets, who has illustrated the power 
of English imagination and the English language — unsurpassed in va- 
riety of feeling and scope of subject except by the productions of 
Shakspeare. The last years of this illustrious monarch were embit- 



202 MARYLAND EDUCATIONAL JOURNAL, 

tered by the untimely death of his gaDant son and heir to the throne, 
Edward, the Black Prince. 

The nest of kin and heir to the throne was the son of this Prince 
and grandson of the great Edward, who ascended the English throne 
as Ftichard II in 1377. Why Shakspeare should have passed over 
the illustrious reigns of the Edwards and impressed his great powers 
on the comparative obscure reign of the second llichard, demands a 
passing notice. There are ten chronicle plays which illustrate the 
history of England, and of these, eight are devoted to one grand pe- 
riod — that of the great civil conflict between the two branches of the 
Plantagenet family, the houses of York and Lancaster. Beginning 
with the second llichard, this mighty conflict terminated in the person 
of Richard III. The only two reigns which stand detached arc those 
of John and Henry VIll. But a little close inspection will show 
that this detachment is more seeming than real. John's reign may 
be regarded as a sort of prologue to the history^ as containing the 
germinal seeds of the conflict amid the varied elements of early medi- 
eval times ; and the reign of Henry VIII as the epilogue, as repre- 
senting the beginning of the new social and political condition of 
England in modern times. We thus have all these historical dramas 
as constituting one great poem, in which the poet, taking his subject 
from the condition of his country, has created this life-like spectacle 
of the fortunes of kings and princes, their joys and their woes, their 
high estate and their deep degradation, the pride and splendor of 
their lives and the tragic misery of their deaths ; and with all these, 
the weal and glory of the nation, with its disasters and chastisement. 
Surely there never was such wonderful fulfillment of the wish of 
Milton— 

"Let gorgeous Tragedy, 

With splendid pall come sweeping by, 

Presenting Thebes or Pelop's line, 

Or the fall of Troy divine, 

Or what (though rare) of later age, 

Ennobled bath the buskin of the stage." 

Although all of these historical dramas have one grand harmony, 
each has in itself its poetic unity. It is when we contemplate the 
several parts of the great whole that we are most impressed with the 
sense of their historical value. Taking these parts as constituting 
one great whole, we may look in vain elsewhere for such varied and 
splendid teachings of retributive justice. We see even-handed jus- 
tice following slowly but surely the guilt of the wicked, and in the 



A SCHOOL AND FAMILY MONTHLY. 203 

history of Richard II we have the firmlj-rooted dynasty first diverted 
from its normal course by the weaknesses of that monarch ; and in 
that of the fifth Henry, the Laneasterian usurpation is toppled to the 
ground by the wars of the factions. We then follow the fortunes of 
the house of York in its victorious progress to its darkening fortunes, 
through the secret murder of the child king and the more open death 
of the last of the Plantagenets on Bosworth field. 

In King John the imagination of the poet was greatly called into 
play^ but in Richard II the dramatist and historian are perfectly at 
one. The reign opens with a picture of a state distracted by the 
dissensions of high-spirited nobles and bitter discord in the royal 
household. The king comes before us as the creature of the times. 
Coming to the throne at the early age of eleven, he was very natu- 
rally tempted to think that the fortunes of his house were immutable. 
In his youthful innocence he never dreamed that the greatest danger 
to his personal fortunes lay in the illy concealed ambition of his own 
family. It was the fortune of Richard to live at a time when royal 
magnificence was no security against that growth of the popular ele- 
ment that was making itself especially felt among the various peoples 
of Teutonic origin. At an early period of his reign sixty thousand 
people mai-ched to London and took possession of the royal fortress. 
It was at this moment that he asserted his claim to his ancestral great- 
ness by riding at the head of a small band of followers into the midst 
of the infuriated masses and called back his people to their natural al- 
legiance. Now for the first time the so common mistake of rulers in 
surrounding themselves with unworthy favorites, began first to mani- 
fest itself. He next adds guilt to folly in ridding himself by unmanly 
means of his bitterest foes, which continue to pursue him through life 
with relentless energy, thus fulfilling the saying of the poet: "Retri- 
bution walks with a foot of velvet and strikes with a hand of steel." 
When the last act of tyranny had consummated his ruin, his last re- 
maining gallant uncle attempts to touch his conscience by a most touch- 
ing appeal to the memory of his father : 

"I am the last of Edward's sons, 
Of whom thy father, Prince of Wales, was first; 
In war was never lion raged more fierce, 
In peace was never gentle lamb more mild, 
Than was that young and princely gentleman ; 
His face thou hast, for even so looked he 
Accomplished with the number of thy hours; 
But when he frowned, it was against the French, 
And not against his friends ; his noble band 
. Did win what he did spend, and spent not that 



204 JEAKYLAND KDUOATIOX AT, JOURNAL, 

\Vh"u'h his tri\inipluint tatlior's hand had wtMi ; 
Jlii! hands were guilty witli no Kindred Mood, 
Kut. bloody with the enoniies of liis kin. 
If you do wrongfnlly seize Hereford's rij^hts, 
■^"oii pluck a thousand dtuigers ou your liead, 
You lose a thousand well-disposed hearts, 
And i>riek my patience to those thoughls 
^Vhicll honor and allegiance cannot think." 

Shaksponro. true to the iiistmets of that humanity which makes 
the whole worKl of kin, "inakos llichard that he is a man,'' aiul by 
the change which ehastisoiuont works, liraw out the {Sympathy of our 
hearts towards hiiu ; and as a great historian, teaohes how the "power 
and divinity" of sutVoring can bring the weak and the wilful tiud the 
wicked to a better mind, and wins for them a just sympathy, so tluit 
one would fain close his history in the same spirit in which the old 
chronicler concludes his life : ''King Ixichard was buried at liangley. 
God pardon his sins and have mercy on his soul." N. 




Female Education. 

,:vj) N a recent article we advocated the highest intellectual cul- 
4' P ture of our women on the two grounds of rich personal re- 
source and utility. But this is not all. If more time were 
spent in the education of our women, or rather, if the time 
spent were devoted to the real and thorough cultivation of 
their intellectual natures, they would be at school growing 
in wisdom, and, \Ye would fain hope, in grace, instead of 
being subjected, in their unsopltisticated childhood, to hurtful flattery, 
if not destructive gtiile. How many inconsiderate and ill-assorted 
alliances for life might be prevented, if women were pupils until some 
nuUurity of thought and life had been attained, in some more sub- 
stantial and healthful schools than those of coquetry and gallantry ! 
How much bitterness in after life might be prevented by a longer and 
more thorough edticational life in some good school ! Let the minds 
of our women be more thoroughly cultured in all solid learning, and 
their tastes will be raised above the desire for mere vapid conversa- 
tion, splendid coverings, tinseled tidornings and glistering worldliness. 
Bufc it is the fiirthest thing possible from our thoughts to discourage, 
as a most important part of female education, the culture of a taste 
for the beautiful. We would have the highest art minister to the 
taste of woman, and the most exalted poetry breathe its sweetest num- 



A SCHOOL ANlJ FAMILY MOaTIILY. 205 

bcr.s Ifito licr car, an<] tljo richest music waft her soul to tliowe liigli 
Bphcrcs whore no language i.s heard but that of melody. If we could 
v/a would have every Hchool room in the land adorned with the highest 
creations of art, and every teaclier able to breathe into the ears of his 
pupils the profoundest spirit of divine poetry. We would, if we could, 
have every lady's boudoir graced with the riches of the Pitti-Palace, 
and every public walk and garden in the land richer in statuary than 
ancient or modern times can boast. We are no more afraid of high 
art and true poetry than we are of profound learning and ardent 
piety. Woman is essentially poetic in her constitution — -just let this 
esthetic element be so truly cultivated and wisely directed and her 
tastes so elevated, that she will not be tenjpted to stoop to the miser- 
able caricatures that sometimes pass under the high and sacred name 
of poetry and art, and we shall have but little fear for the conse- 
quences. Then instead of being allured from her home for the sake 
of ministering to her taste in some poor counterfeit of art, she will be 
content to sit at her own fireside and enjoy high communion with her 
richly cultured spirit and refresh herself with beautiful visions such 
as the blind IMilton saw — she may find delight in high converse with 
her cotemporaries, or refresh her soul with the stores of knowledge 
and beauty of the great living Past. Women as well as men are 
essentially pleasure-seeking creatures, and they will find it somewhere. 
If their njiuds are not well cultivated and their tastes elevated, they 
will seek it amid the glare and din of the great world's life. On the 
other hand, if their thoughts are well trained, their minds well stored, 
and their hearts well cultivated — the sweets of home, the quiet of do- 
mestic life, and the gentle offices of the family will be their highest 
pleasure as well as their holiest duty. The word home will have 
acquired a new meaning for v/oman, for it will be a word rich in all 
innocent pleasures and fraught with something far higher than the 
frigid conventionalities which wither the soul. What a position docs 
every woman who is prepared for her mission and who is true to her- 
self and her mission occupy ! Her dominion is more than imperial, 
for it is the great dominion of a loving heart over tender and sus- 
ceptible souls. How pure is the atmosphere which surrounds such a 
spirit! Who would think of intruding in an unhallowed temper within 
such an enclosure I An enclosure — around which stand no armed sen- 
tinels as guardians of its peace and defenders of its sanctity — ^but at 
whose portals sits white-robed innocence, and over whose roof hover 
the holy watchers of all pure and beautiful souls, and within whose 
sacred precincts loving hearts beat peacefully and gentle voices give 
forth sweet and happy utterances. N. 



206 MARYLAN-D EDUCATIONAL JOURNAL, 

Memory.— ETo. 6» 

(See Fundamental Basis or Key in July number of the Journal.) 

(f^\ LL who read this will please to remember, and not forget, it 
^^y^W:) is asserted, that by this method pupils may pleasantly ac* 
}-JuJ\^/ quire in an hour what could not be acquired without it in 
\G^l/y>i cJays of toil, if at all. If time is valuable, this fact alone 
^-^^"^ commends the subject to the serious consideration of all who 
wish to make the hours which the pupil spends at school the 
most profitable. 

A few additional Latitude and Longitude formulas are presented. 

The stud}' of this system both improves and lessens the labor of 

memory. No one book adapted to school use has yet been "manu* 

factured." The aim of these articles is to attract attention to a want 

in this particular. 

LATITUDE AND LONGITUDE— (continued.) 

A douhJoon used as a bribe might quiet a 

Dublin lame watch 

A green witch might slide through a key hole and disturb a 

GrREENWICII LADY 

Holy folks as well as others sometimes listen to a 

Halifax rare chime 

A niece's smiles have been known to cure or 

Nice warm (the) sick 

A Plague may sometimes trouble a 

Prague lazy tar 

A War sorrow is felt by a soldier who sheds tears in the 

Warsaw lone night 

Su7'e riches cannot be held on earth, when we see the 

Zurich work (of) envy 

A poor dean would have no occasion to 

Aberdeen lock (his) wine 

Amen is sometimes said by those who make 

Amiens , .war (on) sin 

An oyster can should not be emptied on a 

AstRACUAN RICH rug 

Eight hens may be fed by the 

Athens mogul's son 



A SCHOOL AND FAMILY JOURNAL. 207 

lianners float in the breeze on days of 

Benares annual jame 

A hare line has often sent a felon to his 

Berlin sullen doom 

Bfxbhling is not a commendable quality in a 

Babylon woman or warrior 

A cashmere shawl as a present would not make 

Cashmere mamma cry 

A dressed hen may have been bought at market by the 

Dresden. lad tom 

A done kirk is one pulled down by a mob led on by a 

Dunkirk wild son 

The Gallows has been the end of many a 

Gr ALWA Y SOLEMN SPY 

A gent sometimes sings a song merry and 

Ghent lightsome 

The vail of a lady lost in a crowd may be. restored with a 

VaLETTA SMILE (to the) DEAR 

Weari/ creics on our western rivers often 
Vera Cruz wood up (on the) beach 

Special attention is called to the ingenuity of these formulas, and 
their homophonic analogies. Many of the sentences contain sound 
truths or state important facts, besides showing the latitude and longi- 
tude. With these additional examples we pass to other matters for 
the present. 

Kemarks. — Inferring, from the fact that we have not yet received 
a single letter from any source about these Memory articles, that there 
continues to exist a great want of faith in the minds of many, we 
desire to add a few reniarks by way of reminder. Robert Fulton was 
denounced as "a confounded humbug T'' and so was his steamboat ; 
even after it had walked the water like a thing of life without oars or 
sails in the presence of an immense crowd of people — even after they 
had seen the wheels move, the jets of snow-like steam, the clouds of 
black smoke, and heard its coughing. And after it had reached Al- 
bany, even the friends of Fulton persisted, notwithstanding its suc- 
cess, in declaring the great discovery to be a visionary scheme, destined 
never to succeed ! But what of the steamboat now ? What would be 
the condition of the world without the steamer ? And what adequate 
rewfird has Fulton or his family derived ? Where shall we find the 



208 MARYLAND EDUCATIONAL JOURNAL, 

place ■where the gratitude of mankind has erected to the genius of the 
great Fulton a monument commemorative of his immortal discovery? 
Where is it to be found? Is it in his native land — -in the glorious and 
flourishing country which gave him birth ? Is it in England, Ireland 
or Scotland? No. Is it in Russia, Austria, Holland, France, Portu- 
gal or Spain ? No. Is it in Italy, in But something there 

catches the eye on the blue horizon. Let us approach and see. A 
colossal statue of bronze delineates its huge outline upon the azure of 
the sky ; it stands upon the road of Bologna which conducts to the 
lake Majora , its pedestal is forty -six feet high ! and the entire alti- 
tude of both statue and base is one hundred and eleven feet ! ! Let 
us approach this gigantic monument. It has doubtless been erected 
to commemorate some wondei-ful event in the life of some great bene- 
factor of mankind — perhaps of Fulton himself. Let us approach and 
read the golden-lettered inscription : 

"to the memory op 

ST. CHARLES BORROMEO ! !..." 

"for haying 

SWALLOWED A SPIDER!!* 

We have thought this episode or digression necessary to arouse the 
attention of the reader. Hereafter we will continue to show the in- 
genious application of this system to other subjects. Mnemotechny 
will yet prove its value ! 



Visible Speech —An English paper says : "A gentleman of Edin- 
burgh, Meilville Bell, after twenty years' study has prepared a means 
of writing sounds so as to be universally legible, t. e., of expressing 
sounds to the eye with the same precision as the mouth conveys them 
to the ear. This method has been tested by a professor of modern 
languages, in Paris, and of Persian in Edinburgh. The British 
Standard says the Paris professor tested the applicability of this sys- 
tem of phonetic symbols to represent the peculiar sounds of the French, 
Italian, Spanish and Portuguese languages. The writing was deci- 
phered with vernacular correctness by readers who were not present 
when the words were written. 

«From the introductory lecture of Professor M. Fuuvel-Gouraud, who e.v:« 
plains that this monument was erected to a priest who inadvertently swallowed 
a venomous spider which had accidentally dropped into the chalice at the mo- 
ment of consecrating at mass. 




A SCHOOL AND FAMILY MONTHLY. 209 

Public Instruction. 

OW that it is decided that the system of public instruc- 
tion shall be amended, it may not be inappropriate to 
call attention to a few points that experience has shown 
require a change, with a view to invite consideration and 
discussion thereon, previously to the meeting of the Legis- 
lature. 

1. A uniform set of books all over the State is not an 
essential feature to the successful education of our children. It rather 
fosters a principle of speculation, requiring, perhaps, in some cases a 
'■'douceur'''' to get a book adopted. There are many most excellent 
text books now published, and it is very difficult for even experienced 
teachers to decide which is the best; but in the same city and county 
the books might be uniform with advantage. 

2d. The pay of teachers must be better, or good schools will be too 
much of a mushroom kind. Teachers should be paid by their grade 
of ability as certified to, on examination, and not by the number of 
pupils that they may happen to have. It makes a teacher too de- 
pendent upon gratifyirg the whims of the children or parents; and 
in a sparsely settled neighborhood the best teacher in the State could 
not get a large school, and would have to take more meagre pay than 
the poorest in a better settled district. 

3d. All the school fund should be appropriated to the use of the 
common public schools, yet for the encouragement of meritorious stu- 
dents of either sex State scholarships should be established as prizes 
to be awarded by a disinterested committee to each county according to 
population. These certificates of scholarship to be paid yearly by the 
State, to any school, academy or college, named in the law, that may 
impart hona fide the necessary higher education. This would avoid 
that favoritism that sometimes governed donations to schools, and al- 
low parents to send to that school that labors most for the good of 
"State scholars." 

4th. Supervision^ in the sense of office-making, is an unnecessary 
expense. The teacher of a public school, if he is, as he ought to be, 
a competent man, needs no more overseeing than the teacher of a pri- 
vate school. All we absolutely need is, three intelligent gentlemen 
as a Board of Education and Examination, whose certificates of compe- 
tent education should be sufficient for the life of any teacher to whom it 
may be granted. To examine a practicing physician every two years 
would be about as good a thing as examining teachers bi-annually. 
14 



210 MARYLAND EDUCATIONAL JOURNAL, 

5th. One Commissioner for each county would be sufficient. He 
could appoint for each school such person as the parents sending to 
school may in writing request, if in possession of a proper certificate 
of competency from the State Board of Education and Examination. 
He should also report annually to the State Board the condition of the 
schools and the progress of education. Nothing more in the way of 
Commissioners, Visitors, Trustees, Presidents, Inspectors, &c. are in 
reality required. Teachers and Commissioner could do, perhaps, all 
their business by mail. 

6th. Every teacher should report, according to some printed and 
uniform plan, all the facts in relation to his school that are really valu- 
able and no more, to the County Commissioner quarterly, who on re-, 
ceiving it and finding it correct, should remit a draft or order to him 
for the amount due him. All other duties, such as riding over the 
whole county, and spending one-half hour in each school — or trying 
petty cases — or seeing that each teacher has a republican form of gov- 
ernment — or examining the children in some of their studies, is as 
valueless as it is costly. 

7th. For Baltimore city a sufficient number of Commissioners should 
be appointed by the Board of Education and Examination, to carry 
out properly its present system. In all other respects it might be 
left as it is, except the removal of all those partisan teachers who were 
appointed for no other reason than that they could take the iron oath. 

8th. Each county should have the privilege of arranging all the 
details of the system of public instruction to suit its own peculiar 
wants : fix the vacations, — the plan of school houses, — the hours of 
gtudy, — and use the text books most preferred. It must be a poor 
teacher that could not teach from any of our present excellent series 
of school books of every kind. The State, however, should in every 
case furnish the books and stationery, as otherwise many children 
would be poorly provided. A county convention might be called by 
the Commissioner to determine on all undefined points in the new 
; school law we are to have. All expenses whatever that belong to the 
school system should be paid by a State tax, county tax, and the school 
■fund as now established. Every county should be required to levy 
;annually not less than some fixed amount for the repairs and building 
of school-houses and the support of the schools. This judiciously ex- 
pended, and with few expenses of regulating and managing, would 
•give us a system just the kind the whole State wants. It will not do 
■to raise all the funds for the support of schools by a State tax, be- 
.caaase it would be too unequal in some places. x. L. 




A SCHOOL AND FAMILY MONTHLY. 211 

Discipline. 

(Read at the late Baltimore County Teachers' Institute.) 

T is not necessary to enlarge upon tlie absolute importance, 
the indispensable necessity, of maintaining discipline in the 
school room. These propositions appear to be self-evident. 
Neitker to insist upon any particular mode of discipline as 
a certain guide to any, inasmuch as the correctness and ef- 
ficiency of any method whatsoever, is wholly dependent 
upon the character and condition of the pupils, and the na- 
ture of surrounding circumstances. 
The Latin, word disciplina, from disco, to learn, is the origin 
whence comes discipline, meaning cultivation, education and improve- 
ment. Webster defines it as comprehending "instruction in arts, 
sciences, correct sentiments, regulation of practice, morals and man- 
siers, and due subordination to authority." Its synonyms are govern- 
ment, correction, punishment, chastisement, &c. Under the head of 
discipline come the forming of habits of order, self-control, obedience, 
■civility, love of truth and reverence for what is good and great. All 
but the mere outward forms of these is beyond the power of direct 
teaching; they are imbibed by the silent influence of example. The 
injiuetK.e -of example ! This simple sentence embodies most forcibly 
the immense importance, to teachers, of seZZ-government. This is, 
indeed, the foundation, cprner-stone and cap-stone of all true discip- 
line. No one is capable of swaying and guiding others who does not 
govern himseif — 

"O'er wayward childhood wouldst thou hold firm rule, 

And sun thee in the light of happy faces ; 
■ Love, Hope, and Patience, these must be thy graces, 
And «W'^/itH€ o«p« Aeari let them ^rii keep school." 

■ The majesty of true greatness shines forth most splendidly in acts 
of self-command; in victories won by men over themselves ; silent suc- 
cesses ; secret conflicts. Honor to every conqueror in such a warfare ! 
They come forth from the contest self-ennobled. The man who has ' 
subdued even an evil or ungentlemanly habit is exalted in his own 
esteem. He immediately feels a sensfe of self-reliance; and he who 
can rely upon himself as a moral agent is more than a match for the 
world, the flesh, and the devil. Now, with some knowledge of hu- 
man nature, he is ready and able to become a true disciplinarian — i. e. 
a genuine leader; by force of example, by true understanding, by an 



212 MARYLAND EDUCATIONAL JOURNAL, 

earnest, ready sympathy. His will be' the leadersbip of love. He 
will- not be likely to indulge in that too severe discipline, which most 
parents, as well as pupils, incline to think not at all desirable. "The 
child instinctively respects and reverences what it sees others respect 
and reverence ; above all, the unselfish affections are called forth only 
by the breath of affection from without." This idea was fully appre- 
ciated by "ye jolly old pedagogue," of whom we read, that, "he sang 
every night as he went to bed, let us be happy down here below." 

"He taught his scholars the rule of three, 
Writing, reading, and history too : 
He took the little ones upon his knee, 
For a kind old heart in his breast had he. 
And the wants of the littlest child he knewj 

To the stupidest boys he was ever cool, 

Speaking only in gentlest tones ; 
The rod was hardly known in his school — 
Whipping to him was a barbarous rule, 

And too hard work for his poor old bones ; 

Besides, it was painful, he sometimes said, 

'W.e should make life pleasant, down here below, 
The living need charity more than the dead,' 
■ . Said the jolly old pedagogue loQg ago." 

The merits of the law of kindness, as a moral agent, are better 
understood now, however, than they were fifty years ago. The rod,- 
as a means of discipline, has been almost entirely banished from our 
public schools — the cat-o' -nine-tails from, our array and navy — flagel- 
lation and chains from our lunatic asylums, and few will deny that 
these changes are rather salutary than otherwise. Still, both teachers 
and parents complain of an increased unruliness on the part of chil- 
dren of the present day. As it is only i-n storms, and when their 
coming waters are driven up into the air, that we catch a glimpse of 
the depth of the sea, so it is in seasons when the passions shake the. 
soul of childhood, that we realize the depth and structure of its in- 
ternal nature. And there is an entire absence of discipline, or ex- 
treme laxity in the exercise of that system, which fails to seize upon 
and direct these genuine outbursts of nature into a channel where 
they shall serve as instruments for good rather than agents of evil. 
As that most excellent counsellor, Mrs, Hannah More, says: "It 
would be well if we would reflect that we have to educate not only 
rational but accountable beings. * * * In training them should 
we not carefully cultivate intellect, implant religion, and cherish 



A SCHOOL AND FAMILY MONTHLY. 213 

modesty?" Then we know, too, that the little beings that to-day tot- 
■ ter in our daily path, or crowd our streets, or frolic on our greens, 
are the legislators, the divines, the warriors, the writers, the wives 
and mothers of to-morrow. How important, then, that their discip- 
line be on the side of virtue ! that these youthful minds and hearts 
should be instructed and encouraged to put forth all their strength 
and ardor in curbing evil propensities and desires ; in condemning 
«rror wherever and in whomsoever met ; to give aid here, and a cheer- 
ful word there, striving in all things to "overcome evil with good." 
Is not this the true end of all discipline? Sir Walter Scott says: "We • 
shall never learn to feel and respect our real calling and destiny, un- 
less we have, taught ourselves to consider everything as moonshine 
compared with the education of the heart." How many are there 
•who cultivate the mind at the expense of the heart, the heart at the 
expense of the head, or mind and heart together at the expense of 

health? 

"Thus men go wrong with an ingenious skill ; 

Bend the straight rule to their own crooked will." 

• 

Had I entered upon a disquisition concerning discipline, I should 
have .endeavored to show how an efficient system of domestic discip- 
line, in harmonious combination with that of the schools, is necessary 
to a full devolopment of man to his highest earthly condition — made 
meet for a companionship with angels ; brought up from that human 
degeneracy' to which we have fallen, back, through a course of discip- 
linary treatment, to that purity, intelligence and glorious vitality, 
which characterized man in the golden Eden-days of his existence. 
But we have dealt in generalities, and will conclude by saying that, 
after ail, "the discipline of events" is the rough physic prepared by 
Providence to meliorate the temper, correct the offensive petulancies 
of youth, and bring out all the energies of the finished character. 

Afflictions soften the proud ; difficulties push forward the ingenious ; 
successful industry gives consequence and credit and develops a thou- 
sand latent qualities. There is no malady of the mind so inveterate, 
which this discipline of events is not calculated to cure, if life were 
long enough ; and shall we not hope that He, in whose hand are all 
tlie remedial processes of nature, will continue the discipline, in an- 
other state, and finish the imperfect man. 



Too True. — It is stated that if the sale of intoxicating liquors 
could be stopped, our penitentiaries would soon be empty. 




214 MARYLAND EDUCATIONAL JOURNAL, 

Grammar. 

*HE article on Grammar, published in the August number of 
the Maryland Educational Journal, is well worthy the seri- 
ous consideration of teachers. 

For some years, I occupied a position which rendered me 
an unwilling grammatical critic over persons whom I knew 
to be my intellectual superiors ; and I am free to confess, 
that, "many a time and oft" I was greatly perplexed in the 
performance of my duty. When confounded (as was often the case) 
I sought for aid in vai-ious improved grammars^ but in the end was 
generally unsuccessful. It is true, these improved works furnished 
me with numberless puzzling rules, scores of confounding examples, 
and many pages of pedantic twaddle, showing the why and the where- 
fore, which, in not a few instances, were as clear as mud. On the 
whole, after hours of research, I had to give up in despair, as igno- 
rant on the points about which I sought information as I was before 
consulting the books. In self-defence, therefore, I determined to 
make a grammar of my own, which, although not as correct as nt 
ought to be, served me then and does so at the present. I find it 
answers my purpose, and I doubt not if it were adopted in all schools 
it would prove a valuable auxiliary to the teaehei\ I say this without 
egotism. 

My plan, (which, if I am ever pecuniarily able, I intend to pub- 
lish,) is as follows : 

I take a complete sentence, containing one word of each of the nine 
parts of speech. This I call a key sentence. Each word is a key 
word. I vary this sentence so as to show how each word may be used 
in its person, gender, case, number and tense. I have no parsing. 
I consider that it is unnecessary to know why a word is in a certain 
place, but that it is necessary to know that it is in the right place. 
By having this key sentence memorized, any sentence or. part of a 
sentence can be put in comparison with it in its various forms. If it 
does not correspond, it is wrong. If it does correspond, it is right. 
"What more then is required? If, therefore, a reader or speaker wishes 
to know whether a sentence or word is correct, let him become ac- 
quainted with the manner in which it is used. If it is in the nomi- 
native, possessive or objective case, his key sentence will tell him ; if 
it is singular or plural ; masculine, feminine or neuter ; if it is .in the 
past, present or future tense, his key will show him at a glance. It 
is easy, by a little blackboard exercise, to impress upon the minds of 



A SCHOOL AND FAMILY MONTHLY. 215 

the young, all the important points in grammar. Simply illustrate it 
and give key words, as John, for a proper noun, man for a common 
noun, sivarm for a collective noun, hearing for a participial noun, 
ha7'k for a verb, lamely for an adverb, hark! for an interjection, good 
for an adjective, thejn for a plural pronoun, you for a simple pro- 
noun, and for a conjuction, to for a preposition, &c. By blackboard 
exercise exhibit sentences placing those words in their various proper 
positions, and then teach that all similar words used where the key 
words would make sense (if placed in their stead) must be used in 
the same way. 

A few simple rules, and blackboard exercises, will give any ordi- 
nary person as complete a knowledge of grammar as is necessary. 

All grammars that I have perused seem to lack proper comparisons, 
and the only way to prove a wrong is to place the right in juxtaposi- 
tion. By my system this is done in so plain a way that the dullest 
mind can discover which is correct and which incorrect. Nothing 
makes a truth more manifest than to place it in opposition to false- 
hood. No system to correct our false syntax can be perfect unless it 
gives, in bold relief, a comparison between the genuine and the spuri- 
ous. Every reader who peruses this article will never forget the fact 
that loudl3^ is an adverb, if he impresses it upon his mind that adverb 
sneans to a verb, and that loudly will make sense if the verb speak is 
placed before it, speak being a key word for all verbs. r. d'd. 



CoNNECTictJT. — We may well congratulate ourselves here in Mary- 
land and West Virginia on our school status, when we find in the 
annual school report of that State for 1867 such items as these, re- 
ferring to different schools : — 

"Berlin. — We observe with alarm that in some of our school dis- 
tricts not one-half the children between four arid sixteen are in school 
any part of the year. Canton. — Five out of the eight school houses 
are a disgrace to the districts in which they stand, and a source of 
mortification to every enterprising citizen in the town. Lyme. — No 
well regulated and respectable families would have such seats for their 
children at their homes, where they sit only a little while at a time, 
as they require them to sit upon for hours at school ; and many a man's 
barn is better fitted for its purposes than the place of learning is for 
the education of children." And, says the Massachusetts Teacher, 
Connecticut is not the only State in New England that needs new 
educational life. 



216 MARYLAND EDUCATIONAL JOURNAL, 

Correspondence. 

Teachers' Pay. — An excellent live teacher, and a christian, gives 
the following reason for not having yet subscribed to the Journal. 
Who will offer a good position to this man ? But read : 

"Freely can it be avowed, that I am not conscious rebuked for not 
having subscribed to your valuable journal. But if you knew how 
industriously I have struggled to keep my family of five persons com- 
fortably fed and clothed upon ^450 per annum, and failed ; with no 
self-<!hidings for rum, or tobacco money wasted ; and not a second 
woolen suit, or overcoat for protection against the 'wintry winds,' 
you would excuse and not attribute the failure to neglect, but to pov- 
erty. Keep a set of the Journal for me — perhaps in November the 
money. can be spared." 

. Moral Suasion. — Reading the article in the October number of 
the Journal upon the "Religious Question in relation to our Schools" 
reminded me of an incident in my early career. At the period to 
which allusion is made, it was my good fortune to occupy a school 
not a hundred miles from Little Creek Landing, in the State of Dela- 
ware. Then, as now, my daily practice was to open the exercises of 
the day by reading a portion of Scripture, in which all pupils who 
could read readily, joined, taking verse about. This was done with- 
out comment of the slightest kind. A beautiful girl, of some eleven 
summers, was confined after the evening session, to make up some 
deficiency. As her playmates, one by one, were dismissed, her dark 
orbs almost flashed their light, her thin lips became rigidly compressed, 
and finally bursting into a paroxysm of expressed passion, she vio- 
lently threw her books into the desk, closed the lid with slamming 
noise, and cried bitterly. Long ere this, I had acquired much pati- 
ence. My reasoning powers, as I sat, not an unmoved spectator, 
were not only apparently lost, but unheeded. Her rage, it may aptly 
be termed, knew no bounds. She had turned her back toward me, 
and in my slippered feet, noiselessly, I stole close to her side, unper- 
ceived, and whispered in her ear "Flora, God sees you." The effect 
was electrical ; the passionate outburst gradually subsiding into a long 
drawn sign; and befoi-e the unnatural heaving of the chest ceased, 
she opened her desk, drew forth her book, and commenced the allotted 
task. This was Grod's work. The opportunity for moral instruction 
was improved, although, from the lateness of the hour, the recitation 
was not then exacted. A. s. M. 



A SCHOOL AND FAMILY MONTHLY. . 217 

Institutes. — It is pleasant to hear that there is an anxiety to learn, 
through your columns, something of the proceedings of the Teachers' 
Institutes that have been lately held in our State. It would be still 
more pleasant to hear that there was a demand on the part of teachers 
for the Institutes themselves. Your whole magazine would not con- 
tain the particulars of a single day's work, and mere generalities are 
both uninteresting and unprofitable. The State Superintendent has 
been prepared to' hold (in person or by deputy) a Teachers' Institute 
in every county of the State, whenever called upon by the proper au- 
thorities. No demand for an Institute has been made from Carroll, 
Frederick, Allegany, Prince George's, Charles or St. Mary's. If the. 
teachers of these counties want one, they should apply to the County 
Board, who will doubtless yield to their request. It has been gravely 
stated as a reason for not holding an Institute in certain counties, that 
the teachers were not sufficiently prepared for it. It would hardly be 
considered a good reason for a man's not sending for a. physician, that 
he was not well enough to take medicine. Teachers have a right to 
one week in every year for the purpose of improving themselves; 
should they not claim their rights ? It is the duty of the County 
Board to call the teachers together for this purpose ; should they not 

do their duty ? N. 

_ ♦»■» • 

Local School Intelligence, 

In Cumberland, the second city in Maryland, there has not until 
now been any school house worthy of the name, besides the Catholic 
Institutions, and a small building known as the academy. A noble 
building has however just been purchased and fitted up in good style, 
in which a free school of 600 pupils is now in successful operation. 
So much to the credit of our present school system, and thanks to the 
School Board of Allegany county. We may hereafter present fuller 
particulars of this building and its surroundings. 



Pkactical. — Authentic statistics show that there are in the United 
States seven hundred thousand pianos, which at ^300 each would en- 
dow colleges, build school houses, provide. libraries, feed the hungry, 
and furnish the Bible to the whole world ! Again, among the tmneces- 
saries, there are in the tl, S. at least 15,000 church steeples, costing 
on an average $700 each ; what an amount of good might not all 
THIS money do ? . 



218 MARYLAND EDUCATIONAL JOURNAL, 

For the Young Folks ! 

^^"Theophilus Thistle, the successful thistle sifter, in sifting a 
sieve full of unsifted thistles, thrust three thousand thistles through 
the thick of his thumb. Now if Theophilus Thistle, the successful 
thistle sifter, in sifting a sieve full of unsifted thistles, thrust three 
thousand thistles through the thick of his thumb, see that tliou, in 
sifting a sieve full of unsifted thistles, thrust not three thousand this- 
tles through the thick of thy thumb. Success to the successful thistle 
sifter. 



A little boy in school being called up to receive punishment, 
pathetically exclaimed, "Oh,. Mr. B., don't, j^^'^'^^^ don't, I'll give 
you five cents if you won't." 



Object Teaching. — Perhaps no subject connected with schools is 
so little understood as object teaching. For example, the spirit of 
true object teaching — which has been practiced for many years by 
successful teachers— does not necessarily in all cases require visible 
objects to be placed before the eye of the pupil. It consists in that 
abundance of illustration which is ever necessary to explain. Object 
teaching is introduced into every branch of study from the alphabet 
upwards. Every letter, every word, every sentence requires it, and 
the teacher who is most fertile in illustrating becomes the most sue-. 

cessful. 

. , ... ««« ... „ 

Editorial Salmagundi. 

Sunday' School Contention'.'— Early in December the Annual Maryland State 
Sunday School Convention will convene in Wesley Chapel, Washington city. 
These Sunday School conventions may be profitably attended by the day school 
teachers. 



"Haney's Guide to Authorship," Haney & Co., '119 Nassau street, N. York, 
contains many practical hints to all who desire to engage in any kind of literary 
pursuit, for pleasure or profit. 

Too Tkue. — Congress assists by law the cause of king alcohol, by which poor 
houses are filled with paupers, prisons with criminals, and the gallows furnished 
yith victims. '^Take a drink" will soon usurp the place of E pluribus unum, 
^c. lu France 'tis said that her forty millions people drink a thousand millions 
gallons of wine annually, and yet there is not so much drunkennega there as 
among the three million Yankees of New England ! 



A SCHOOL AND FAMILY MONTHLY. 219 

Vocal Music. — Mr. J. E. Hopkins is in the State successfully engaged in teach- 
ing singing classes, with -special reference to sacred music, congregational sing- 
ing, &c. His system of instruction is one of exceeding simplicity, yet it is 
thorough and comprehensive, leading the pupil by progressive, yet rapid strides,, 
from the first .principles of the art to the execution of ordinary music at first 
sight, by note. 

,^^*Never mind snarling critics. Only do right, and march on. 



"WHO says leetle for little, arter for after, reether for rather, sassiov sauce, 
sass-her for saucer, hit for it, sich for such, iaters for potatoes, histe for hoist, to 
raise, {histe the window!) spile for spoil, bile for boil, fur for for, skeered for 
scared,. ^lY for get, set for sit, yander for yonder, shet for shut; eefnd for end? 
TFAar's the schoolmaster? 



Funny .•^ — For teachers and others to stand aloof and wait to see whether an 
educational journal will succeed before vouchsafing the aid of their own sub- 
scriptions, and influence. 

.^®~Man proposes, but God disposes. Truth is mighty and must prevail. 
Knowledge is power. The deepest streams run silently. Content is the true 
philosopher's stone. That which is to become great must begin in small things. 
A soft answer turneth away wrath. 



believe it was Charlotte Bronte who said she thanked God for the 
ability to'keep silent when she had nothing to say. It would he well were her 
happy art more appreciated and practiced. 

j^^We welcome the Pennsylvania Educator, published at Williamsport, 
among our exchanges. We cannot but commend this sterling educational jour- 
nal. It treats practically, and with a great deal of sound sense, educational 
topics, and is an interesting paper even to the general reader. 

The World. — Shakspeare said "all the world's a stage, and men and women 
merely players." Everybody thinks everybody else a dunce. There is a sad. 
want of appreciation in the world. Few, as St. Paul advises, think others bet- 
ter than themselves. The world is run mad with a scramble after selfish enjoy- 
ment. Wealth and poverty, arrogance and humility elbow each other. All 
are grovelling after transitory things. If some essay to rise, others are ready 
to pull them down. ■ But few strive by patient labor to reach the summit of fame. 

"Heavenly Echoes," by C. M. Tremaine, 481 Broadway, N. Y., and "Fresh 
Laurels," by Wm. B. Bradbury, N. Y., are too new books, with charming ad- 
ditions to pur Sunday School music. 



"The Sunday School World," monthly, at 50 cents a year, by the American 
Sunday School Union, is a paper that should not o;ily be read by every Sunday 
School Teacher, but by every family in the land. 

"The American Messenger," monthly, at 25 cents a year, by the American 
Tract Society, is a publication literally worth its weight in gold. It will do 
you good. 



220 MARYLAND EDUCATIONAL JOURNAL, 

The Templk Choir, a new, extensive and attractive collection of church music, 
complete in all its departments, presenting a large number and a great variety 
of new tunes, anthems, and other set pieces, with a complete singing school de- 
partment. By Theo F. Seward, assisted by Dr. Lowell Mason and William B. 
Bradbury. Mason & Hamlin; N. Y. 



"Harper's Writing and Drawing Books." We hope our readers will make a 
•trial of these books. Tlie idea is a new and an excellent one. 



"Dictation Exercises," by E. M. Sewell and L. B. Urbino. New York, Ley- 
poldt & Holt. Dictation exercises are almost indispensible in order to acquire 
the ability ,to write and spell correctly, i. e. to spell correctly in writing, and 
here is a book of nearly two hundred pages admirably adapted for the purpose. 

"Grammatical Diagrams Defended and Improved," by-F. S. Jewell — A. S. 
Barnes & Co. Designed to supply what has seemed to be an existing want in 
Clark's treatise on same subject. 200 pages Ingenious and useful. Any ef- 
forts to redeem the study of English Grammar from its old-time restrictions 
should be fairly tested. 

A Latin Reader, with an epitome of Latin Grammar and a vocabularj- — 200 
pages— by Wm. B. Lilber. Barnes & Co., N. Y. Designed to be a work com- 
plete in itself for those who do not "drink deep" of the Pierian spring. 



Oui' Maryland Exchanges. 

"The Weeklj- Courier," Baltimore, is a very creditable largeliterary and news 
journal at $2 per annum, which deserves a liberal patronage. 

"The Masonic Review," by Richardson & Co., and edited by a glittering ar- 
ray of masonic lights, is one of the most promising masonic papers published 
anywhere. Baltimore, weekly, $4 per annnm. 

"The Common Sense," Ellicott City, by Dr. P. Unger, is a new enterprise 
which we hope will succeed, if true to its name, as "common sense" is a useful 
commodity in the world. 

"The Cumberland Union" has been reconstructed under control of Messrs, 
Mattingly & Steiner, and is now quite a creditable paper. 

"The Educational Advertiser," Hagerstown. Full of fun, fact and philoso- 
phy ; neat, noticeable and wide-awake. 

"Southern Society" and "The Southern Home Journal," are two fiist class 
weekly literary and news journals, just commenced in Baltimore. Success to both. 

"The Baltimore County Free Press," Towsontown, by E. F. Church. Brother 
Church, if he does not know how to "keep a hotel," certainly knows how to 
get up a good paper, and he does it. 

"The Marlborough Gazette," Upper Marlborough, by Geo. W. Wilson, is a 
live newspaper, and one of the few in the State outspoken in favor of a school 
system. 

"The Hagerstown Herald and Torchlight" is a hebdomidal that would do 
credit to anybody or any place — large and well printed. 

"Somerset Herald," Princess Anne, T. S. Hodson ; a spicy and creditable 
county paper Same may be said of the Boonsboro' Odd-Fellow. 

"The Civilian and Telegraph," Cumberland, by W'm. H. Lowdermilk, has 
recentl}' been enlarged to the octavo form and fitted with, new type. 

"The Democratic Alleganian," Cumberland, W. E. Weber, is a very neatly 
printed sheet. 

"The Maryland Journal," Towsontown, is a well printed and well edited pa- 
per, which we did not know existed when we christened our Journal so nearly 
of the same name. 

Besides the above, the following are all creditable local county papers, viz : — 
^gis and Intelligencer, Belair ; True Marylander, Princess Ann; Citizen, Cen- 
treville; Gazette, Easton ; Times, Port Tobacco ; Calvert Journal, Prince Fred- 
erick ; Howard County Record, Ellicott City; Comet and Advertiser, St. Michaels; 
Prince Georgian, Upper Marlboro' ; Odd-Fellow, Boonsboro' ; Record, Gazette 
and Baptist Visitor, Newtown; Journal, Easton; Valley Register, Middletown ; 
Day Star and Gazette, Annapolis ; Herald, Cambridge. 



A SCHOOL AND FAMILY MONTHLY. 221 



Publisher's Notices. 

■ l^^'NOW that schools have opened again, and teachers are at 
their posts, we hope our subscribers will all endeavor to get others, to 

subscribe. 

All remittances on subscription or otherwise for this Journal, may 
be made by mail at the publisher's risk, when enclosed in the presence 
of a witness (as the Postmaster), otherwise remit by money-order or 

registered letter. 

We respectfully request those friends who sent us lists of sub- 
scribers during the past spring, to do us the favor to see that all pay 
their subscription. Names, without money, are profitless; and we 
received in good faith the lists of names sent us as being responsible. 

,^^°Specimen copies .of this Journal will be mailed free to all who 
wish to subscribe, or who will act as agents to procure subscribers. 



The pages on "Memory" in this Journal, showing the application 
of Mnemotechny, can be had separately at low rates, by teachers who 
may desire practically to test the plan iri the school room. 

Liberal Premium. — We will give a neatly printed pamphlet of 
thirty-six pages, containing much useful reading for teachers and 
students, to any one who will send us a new subscriber with ^1.50. 

JJ^Subscriptions to this Journal may begin with any number, but 
we have about two hundred spare copies of each of the five back num- 
bers, and want just that many new subscribers to begin with the first 
number. 

Let every one of our subscribers take a pride in procuring other 
subscribers, and in sending us local items of school intelligence or 
other matter for publication. 

Payments due this Journal may be made to James Young, Esq., 
No. 114 West Baltimore street, Baltimore, who is authorized to give 
receipts in the publisher's name. 

J^" Advance payments are required, as you know, gracious reader, 
for this Journal, and if you have not yet paid, please enclose the 
money in a letter by mail to the publisher at Cumberland at once — 
or notify us when you will remit. 

SPECIAL NOTICE.— The preceding numbers of this Journal 
have been mailed to all known subscribers. Notwithstanding, we 
hear complaints that some who are subscribers have not received the 
Journal. The fault is with that useful but well abused institution, 
the Post Office, not with us ! And this is to beg that all who do not 
receive the Journal promptly each month will please report to the 
publisher. 



SUBSCRIPTION RATES. 

Single copies, per annum, in advance $1 60 



3 copies.. ■ $4 00 

5 " 6 25 



10 copies to one address ».... 12 00 
15 " " " 17 00 



ADYERTISI1\G RATES. 



One Page 

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12 mo. 

$80 00 
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20 00 



ST. JOHN'S COLLEGE, 



THIS INSTITUTION, easily approached from every part of the country, and 
having general telegraphic communication, under its thorough re-organization, 
offers unusual lacilitits for Education. Its corps of well trained and efficient 
instructors, with its highly literary and scientific President, is prepared to educate 
the sons of Maryland as highly and thoroughly as anywhere in the country. Being 
liberally endowed by the State, it can afford to educate cheaply. The whole 
cost of Collegiate Education is (without extras) two hundred and fifty dollars 
per annum. Two boys from each county and the city of Baltimore will be taken 
for two hundred dollars per annum. 

Next Academic Year will begin on, Monday, 2d day of September. 

F A. c TJ Xu rr ^sr . 

JAMES C. WELUNG, A. M., PKiNcrPAL, 
Aud Professor of Mental and Social Science, including the Philosophy of History. 
Rev. C. K. NELSON, D. D , Vice-Principal, 
And Professor of Moral Science, and Lecturer on Natural and Revealed Religion and the Evi- 
dences of Christianity. 
Rev. JULIUS M. DASHIELL, A. M., 
Professor of the Ancient Languages, their Literature and History, 
HIRAM CORSOiV, A. M., 
Professor of the English Language, its Literature and History, and Rhetoric, including Vocal 

Culture. 

WILLIAM STEFFIN, A. M., 

Professor of Mathematics, Natural Science, and Physical Culture, and Acting Professor of 

Chemistry. 

DAVID N. CAMP, A. M., 

Principal of the Normal and Preparatory Departments. 

*Rev. WILLIAM L. GAGE, A. M., 

Professor of Physical Geography and its Relations to the History and Industrial Resources of 

Nations. 

*S. S. HALDEMAN, A. M., 

Professor of Natural History, and Lecturer on Ethnology and Comprarative Philology. 

WILLIAM H. HOPKINS, A. M., 

Assistant Professor of the Ancient Languages and Mathematics. 



* These gentlemen, although having accepted their respective offices, will not enter upon 
their duties until their services are required. 



THE UNIVERSAL RECORDS 

Are unsurpassed for. Completeness, Simplicity and Economy. 

These School Records are the result of practical experience as a Teacher and Superinten- 
dent. They are specially designed for the use of Teachers who prefer to avoid the expense 
and inconvenience of toore than one bools, and yet desire to keep a complete record of each 
pupil. 

PRICE LIST. 

Universal Records for Pupils, 24 pages, style 1* ...$ 08 

Universal Records for Pupils, 24 pages, style 2 ... ,,, i., ZO 

Universal Records for Teachers, 48 pages, folio, thin sides 1 00 

Universal Records for Teachers, 192 pages, folio, heavy sides i. 3 50 

Universal Records for Professors, 48 pages, folio, thin sides 1 00 

Universal Records for Professors, 192 panes, folio, heavy sides 3 50 

Universal Records for Superintendents, 144 pages, cap, heavy sides 1 25 

Universal Records for Superintendents, 2S8 i>ages. cap, cloth sides 2 25 

Universal Records for Examiners, 48 pages, folio, heavy sides 1 75 

Universal Records for E^Caminers, 48 pages, folio, cloth sides 2 25 

Blank Certificates of Promotion, per thousand 3 50 

Blank Reports to Parents, per thousand , 3 50 

Blank Reports to Superintendents, per hundred.... 2 25 

*Has spaces for punctuality, attendance, deportment and recitation. 

No. 2 has spaces for punctuality, attendance, deportment, and five separate recitations. 

Any of the above sent prepaid on receipt of retail price. Address, 

HAMILTON S. McRAB, Muncie, Indiana. 
Or Ben Franklin Book and Printing Company, Indianapolis. 
8^"0n receipt of 65 cents I will send by mail, prepaid, a specimen copy of either the Teach 
ers' or Professors' Record. novBt HAMILTON S. McRAE. 

®he ^dtint0tt Mil #ht0 failvMil* 




^^^-^is^jjj. On and after SUNDAY, May 5, 1867, 
three daily trains will be run between Balti- 
more and Wheeling and Parkersburg, as follows: 

MAIL TRAIN will leave Baltimore daily (except Sunday) at 8.45 
A. M. FAST LINE will leave daily (including Sunday) at 5.20 P. 
M. EXPRESS TRAIN will leave daily (except Saturday) at 9.45 
P. M. These trains connect at Belair and Parkersburg for all points 
West, Southwest and Northwest. 

FREDERICK ACCOMMODATION TRAIN leaves Baltimore, 
daily, at 4.20 P. M., (except Sunday.) Leaves Frederick for Balti- 
timore daily (Sundays excepted) at 7.05 A. M. 

THE ELLICOTT'S MILLS TRAIN leaves Baltimore at 6.20 and 
9.50 A. M., and 1.20 and 5.20 P. M. Returning leaves Ellicott's 
Mills at 7.30 and 11.10 A. M., and 2.30 and 6.30 P. M. 

FOR WASHINGTON.— Leave Baltimore at 3.50, 7.05, 8.50 and 
9.45 A. M., and 3.15, 4.15 and 7.45 P. M. 

FROM WASHINGTON FOR BALTIMORE.— Leave Washincr- 
ton at 7.00, 7.45 and 11.15 A. M., and 2.00, 4.30, 6.30 and 8.45 
P. M. 

FOR ANNAPOLIS.— Leave Baltimore at 7.05 A. M. and 4.15 
P. M.; leave Washington at 7.00 A. M. and 4.30 P. M. Trains 
leave Annapolis at 6.30 A. M. and 3.40 P. M. 

SUNDAY TRAINS.— Leave Baltimore for Wa.shington at 3.50 
and 9.45 A. M., and 4.15 and 7.45 P. M. Leave Washington at 
7.45 A. M., and 4.30, 6.30 and 8.45 P. M. 

For further information, Tickets of every kind, &e., apply to J. T. 
ENGLAND, Agent, Camden Station, or at the Ticket Office. 

JOHN L. WILSON, Master of Transportation. 

L. M. Cole, General Ticket Agent. 



Warranted Superior to any others in use. MGHT! NOISELESS! DURABLE! Improved 
by use. Easily Cleaned. Cannot be Broken by Falling. NEVER BECOME GLOSSY ! 

Pencils always write easily upon them. Are harder than real slate, and cannot be scratched, 
yet never crack or scale off. 

testim:onials. 

The following is from "The Father of the Public School System of Pennsylvania," and for 
many years State Superintendent: 

Lancaster, January 4, 1867. 

"From its origin to its present improved and satisfactory condition, I have watched the 
progress of the artificial Slate (or Stoue) Surface of iVlr. I Newton Pcirce. I liave seen it in- 
troduced in many scliools and institutions, and have never known its use to be abandoned, 
or to fail of giving satisfaction In facility of application, rapidity of drying for use, cheap- 
ness and durability as a wall surface, in lieu of tlie old black board, it is all that can be de- 
sired. Its merits, in the siiape of Portable Slates, Tablets, &c., need not be asserted. In this 
form it will speak for itself, on inspection." Thomas H. Buerowes. 



Office City Superintendent of PuMic Instruction, 
Baltimore, April 5th, 1867. 
I have used extensively on the Black Boards of the public schools of this city, Peirce's Pa- 
tent Slate Surface, and believe it to be the best material of the kind manufactured. 

J. N. McJiLTON. 



Boston, January 31st, 1867. 
We have used Peirce's Patent Slates for some time in our schools, and from our experience, 
and their present improved character, we believe they are superior to all other slates we have 
ever seen, and shall favor their more extended use. 

Joshua Bates, Principal Brimmer School. 

James A. Page, I'rincipal Vwight School. 

C. Goodwin Clark, Principal Lincoln School. 

State Normal School, Trenton, N. J., February 11th, 1867. 
We have been using Peirce's Book Slates for some time in this Institution, and greatly pre- 
fer them to every other kind of slate. John S. Hart, Principal. 



Penn. State Teachers^ Association, Bellefonte, August 8ih, 1867. 
Having examined and tested Peirce's Patent Noiseless Slates and Stone Slate Surface, do 
recommend them and their use in the school room, as being superior to all other Slates and 
surface we have ever seen : 

Z. V.TiViARVS, Vep't Education, Washington, D. C. 

F. A. Allen, Prin. State Normal School, MansHeld, Pa. 

H. D. Walker, Prin. Orangeville State Soldier Orph. School. 

Cha.s. W. Deans, Prin. Harford State Soldier Orph. School. 

Edward Brooks, Prin. Stale Nor. School, Millersville, Pa. 

I. S. Geist, Professor in " " " " 

C. H. Harding, •' " " " " 

A. 0. Newpher, Superintendent Schools, Columbia, " 

J. E. Thomas, Prin. Pine Grove Academy and Seminary, " 

Joseph Waugh, Principal Hollidayshury Seminary , " 

M. B. Grant, " Greensburg Adndemy, " 

W. Henry Parkee, " King. Gram. School, Phila. " 

AVm. F. Wters, " Wyer''s Boarding School, " 

Andrew Burtt, " 6t/t Ward School, Pittsburg, " 

S. S. Jack, " Sewinckly Acad'y near Phila. " 

W. W. Woodruff, Superintendent Chester County, " 

S. C. Gilchrist, ' IVashiugton " " . 

Martin Mohler, " Mijjlin " '• 

R. McDevitt, " Huntington " " 

E. T. Bursan, SupH Model School, Keystone State Normal School, Kutztown, Pa. 

Jas. H. RwKin, Bellefonte, Pa. 

J. R. Sypher, N. r. Tribune. 



Office of Controllers of Public Schools. First District of Pennsylvania, 
Pliiladelphia, December 22, 1866. 
At a meeting of the Controllers of Public Schools, First District of Pennsylvania, held at 
the Controllers' Chamber, Fri .'ay, December 21, 1866, the following resolution was unani- 
mously adopted: 

Resolved, That Peirce's Patent Slates and Slated Goods, be used in the public schools of this 
district. [From the Minutes.] 

H. L. Halliwell, Sec-'etary. 

These Slates have also been adopted by unanimous vote of the Board of Directors of Wash- 
ington, also for the public schools of Baltimore, and are used in the public schools of Boston, 
Cincinnati, Chicago, St. Louis, and many other cities. 
. ^^^ Beware of Imitation Surface. Ask for Peirce's Patent. 

I. NEWTON PEIRCE & CO., Manufacturers, 

nov-6t 427 North Eleventh street, Philadelphia. 



EOUCATIONai TEXT-BOOKS, 



GUTOT'S GEOGRAPHIES. 



"Incomparably superior to anjthing published." — Prof. Agassiz. 

"One of the ablest Physical Geographies of the World."— Fro/. J. D. Dana. 

"Greatly superior to any works of the kind published." — Prof. Joseph. Henry. 

Prof. Guyot's series includes the following Text-Books: 

I. 
PRIMARY; or, INTRODUCTION TO THE STUDY OF GEOGRAPHY. One quarto vol-' 
ume, with oyer One Hundred Elegant Illustrations. 

II. 
THE INTERMEDIATE GEOGRAPHY; In one quarto volume, elegantly illustrated, con- 
taining Forty-five Maps, of which twelve are full-paged Majis, engraved in the highest 
style of the art, colored politically and physically, embracing Colored Diagrams for the 
construction of the Maps of each Continent, and also Colored Diagrams with full Instruc- 
tions for Drawing the Maps of the separate States of the United States. 

III. 
COMMON SCHOOL GEOGRAPHY. In one royal quarto volume, with numerous illustra- 
tions, containing twenty-three Maps, of which five are double-page Maps, engraved in 
the highest style of the art, colored politically and physically, embracing also diagrams 
for the construction of Maps of each Continent. 

TO TEACHERS. 

Teachers desiring to examine these Text-Books can procure them of the Publishers at the 
following prices: The PRIMARY, 75c.; The COMMON SCHOOL GEOGRAPHY, $1.50; The 
INTERMEDIATE GEOGRAPHY, $1; or the three booTcs will be sent together to Teachers 
for $3. 

Pamphlets, containing testimonials from instructors who have practically tested Professor 
Guyot's Geograiihical Text-books, will be sent to any address. 



Felter's Popular School Arithmetics. 

This series of Arithmetics is more perfectly graded and more truly analytic — it teaches the 
pupil self-reliance more effectively than any other series, and at the same time contains five 
times as many examples for practice. The series comprises the following books : 

FELTER'S FIRST LESSONS IN NUMBERS (illustrated), for pupils commencing the study 
of Numbers. 

FELTER'S PRIMARY ARITHMETIC, mental and written, with and without answers. 

FELTER'S INTERMEDIATE ARITHMETIC (revised edition), with and without answers 

FELTER'S PRACTICAL ARITHMETIC (follows the Primary), with answers. 

FELTERS COMMERCIAL ARITHMETIC. 

FELTER'S UNIVERSITY ARITHMETIC (in preparation). 

FELTER-S INTELLECTUAL ARITHMETIC (in press). 

TEACHERS' MANUAL OF ARITHMETIC. Prepared expressly for the use of Teachers, and 
contains tlie best methods of oral, class and individual instruction. 

TO TEACHERS. 

Copies of these Arithmetics will be sent to teachers by mail, postage jtaid, on receipt of 30 
cents each for "Intermediate," "Commercial," and "Practical," and 15 cents each for the 
•'first Lessons," "Primary,'" "Intellectual," and "Manual." 

CHAS. SCRIBNER & CO., 

654 BROADWAY, NEW YORK. 



THE 

American Educational Series. 

PUBLISHED BY 

IVISON, PHINNEY, BLAKEMAN & Co., 

47 & 49 GREENE STREET, NEW YORK. 



A full course of Progressive Text-Books for Col- 
leges, Academies and Schools. 



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Vice ?rc-s. SL John's College, and Pres. State Tcacliors' x\.ssociatioa. 

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DECEMBER, 

1867. 




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THIS INSTITUTION, easilj- approached froiii every part of the connlry, .ind 
caving general leiegrniil'.ic enm:ii;!i!;c;\liuii, ui.dcr ils thorough rc-urgaiiiza'ioii, 
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Next Acadetnic Year will begin on, Monday, 2d day of September. 



A SCHOOL AND FAMILY MONTHLY. 



VOL. I. BALTIMORE, DECEMBER, ISGT. NO. 8: 




A SKETCH 

Of the Life of fl,e Rev. JOSEPH SPENCER, J). D. 

'fF the xnir]x-)se of tlie biographer he only to please 
or divert the mind of the reader, he should se- 
lect as his subject that life ivhich affords impres- 
sive dramatic incident and striking tableaux.- - 
The nearer such lives approach those of the fic- 
titious heroes of the play or of the romance the more entei'- 
taining will be the details. But if the purpose be to instruct 
rather than amuse, then it would seem that the lives of com- 
mon men, such as v^•e meet in our daily walks, would bet- 
ter answer the end proposed. The very great or the very 
good, and to these may be added the very vicious, are so 
exalted or so debased that they seem to be things of anoth- 
er sphere, and of them we habitually judge by a different: 
standard from that by vv^hich we measure ourselves. We 
do not draw our best lessons in the art of living from read- 
ing the lives of the "lights of the world and dcmi-gods of 
fame," but from the biographies of men cast in the same 
mould with ourselves. From tlicir virtues and their vices, 
from their successes and their failures, from their joys and 
sorrovrs, from their petty sti'Viggles and their erpialiy petty 
triumphs — from the low comedy and not the high tragedy 
lef life J do we get our most useful instruction. 



22(] The Mari/lcmd Educational Journal, 

The subject of this sketch was a man not widely known, 
nor highly distinguished among his fellows for any great 
act or notable thought ; hut one who simply performed his 
part faithfully and well, as many have done and will contin- 
ue to do to the end ; one who struggled with no wonderful 
success, hut such success as men usually nieet, against ad- 
verse circumstances, and internal Aveaknesses ; one who had 
many virtues and as many faults of character, the first of 
which he strived to cultivate, the last to correct ; one who 
was simply a good and useful man. 

The ancestors of Joseph Spencer emigrated from Eng- 
land, and settled in Talhot county in the latter part of the 
seventeenth century. They were well connected in the old 
country and were people of substance. They purchased land 
upon Miles river, which remained in the family until a re- 
cent date, and is 3'et known as Spencer Hall. Joseph, one 
■of a large family, was the son of Richard Spencer and Ele- 
4inor Hopkins, and was horn at "Beverly," . near St. . Mich- 
ael's/March 21, 1790. His parents seem to have had a hig.h 
■appreciation of the value of education, and gave to all their 
children those advantages which the county then afforded, 
and to some of them academic and collegiate training. The 
'^ scholarly name of Spencer" was not unworthily borne by 
several members of this family, who in the primitive .state 
of society of 60 years ago, or in the yet imderlife of the far 
v/est, showed a fondness for books and intellectual, culture. 
One of the same name and family, Hon. Richard Spencer, 
son of Col. Perry Spencer of Spencer Hall, was the author 
of what is known in our State as ^' Spencer's School Law." 
He is now a resident of Alabama, and a gentleman of iiue 
abilities and attainments. Joseph received his first school- 
ing in the neighborhood school-house from a Mr. Stevenson, 
and then from a Mr. Cross ; (the writer loves to record the 
names of these pioneers in teaching,) but at the age of thir- 
teen he was placed under the tutelage of a Mr. Thomas Sul- 
livan, at the Trappe, a teacher vvdio has left a good name be- 
hind him for efficiency and thoroughness. From this gen- 



I 

A School and Family Alonilily., 227 

tleman Spencer derived those seeds of the desire for higher 
culture which afterward so beautifully flowered and so rich- 
ly fruited. In his fifteenth year he was removed from school, 
and placed in his father's ship-yard. But, though faithful 
to his workj from the first he showed impatience, and often 
ex^^ressed to his mother his preferences for intellectual pur- 
suits, and his desire for a classical education. He however 
did not dare approach his father, Avho was a stern man, ab- 
sorbed in business and burthened with the cares of a large 
and grooving family. While he continued at his trade, ev- 
ery sj)arc hour was devoted to the few books which his small 
allowance enabled him to buy. The secret persuasions of 
the mother, and the devotion of the boy to study, won on 
the father to consent to Joseph's leaving work for school. 
An allowance was granted to him which with the assistance 
that good mothers know how to give ambitious sons with- 
out touching the parental store, enabled him to go to Phila- 
delphia, and in the year 1809 he was entered at the cele- 
brated school of Drs. Wiley and Gray. Here he commenc- 
ed the study of the Latin and Greek, and also of the He- 
brew. It does not appear that his purpose then was to pre- 
pare himself for the ministry. That he made rapid prog- 
ress we know, from this among other circumstances, that 
he was soon enabled to conduct a correspondence in Latin 
with a fellow pupil who had removed to St. Thomas. He 
remained in Philadelphia until 1812, when he left school, 
receiving from his distinguished preceptors testimonials of a 
high charater for scholarship and correct dej)ortment. 

Being now thrown upon his own resources, like a large 
number of young men who propose to adopt some one of 
the so called liberal professions, but have not the means to 
complete their education, he resorted to teaching, while he 
should fit himself for holy orders. ' '' ■ '"''~ 

In the year 1812 or '13 Spencer opened a school in Balti- 
more. He appears to have met with but indifferent success, 
for in the year 1813 we find him in charge of an academy 
at Milford, Delaware. In 1814 ho married a Miss Francis 



228 TJiG Maryland Mdmatlonal Journal, 

Matcliott, of Baltimore, to Avhicli city lie returned and open- 
ed a school. Here lie remained until the year ISK), when 
he "was elected assistant in the E]Msco]>al Academy, Pliila- 
dolphia, an institution which is still in vis^'orous and useful 
existence. During his incumhency here he ])ursued his the- 
tdogieal studies under Bisho]) White of sacred memory.- - 
In l^hiladelphia he lost his wife. He again Avent to Milford 
to take charge of the academy, and remained there till 1820, 
In 1819 he received holy orders. Having JQcen elected prin- 
ciple of AVashington Academy, Homerset county, he moved 
to l^rin<jess Ann, where he resided \intil elected Professor of 
Languages in Dickinson College, Carlisle, in 1822, He was 
also chosen Rector of the parish in Carlisle, and was very 
influential in gathering a large, intelligent and wealthy 
congregation. Enjoying the refined society of that village, 
JiHtCi eif9ctively performing the d.ubios of pastor and teacher, 
he remained until the college was about to i)ass into the 
hands of the Methodist denomination. Having received a 
I'all, in 182^^, froni the people of the ])arish wliere he was 
born and reared, he moved to his old home in Talbot coun- 
ty and became Eector of St. Michael's parish with two con- 
gregations under his charge. Here, too, though buried in 
the country, in the midst of a population not distinguished 
at that time for its appreciation or love of learning and lib-> 
oral studies, (but now as intelligent as any,) he determined 
tp open a school, and accordingly in 1830 the " Parsonage 
•Seminary" was established at ''Solitude," the glebe of the 
])arish. He associated his brother, Mr. Mathew^ Spencer, 
who had been educated under his care, with him in the 
management of the school. The school prospered beyond 
expectation, and for better accommodation it was moved to 
Beverly, the birth-place of tlie Professoi-, Avho hail now be- 
come Doctor Spencer, the Degree of D. D. having been eon- 
Ibrred upon it is believed by the University of Pennsylva- 
nia, of which his old master, Dr. Wiley, w^as President. - 
The school flourished for a number of years, but was finally 
dustroyixl by a gross act of insubordination upon the part 



A School and Family Journal. 229 

bf the pupils, and the subsequent indiscreet proceedings of 
the teachers, taken in connection v/ith certain pecuniary 
embarrassments and com|)lications. Dr. 8'r. continued in 
charge of the parisli, and with his brother opened a school 
in St. Michael's, Avhicli was never prosperous, and iinally 
became extinct. lit. the year 1846 he resigned his charge, 
and in connection witli one of his clerical brethren, opened 
a school at St. Albans, near Georgetown, D; C. But per- 
gonal differences, of the character of wdiich no one could ev- 
er learn from the Doctor, soon destroyed this school, com- 
menced under flattering auspices, and he returned to his old 
parish, the ];)eople of wliicli gladly welcomed him ])ack.— 
He taught school no moro, but lived a life of almost inoiias- 
tic seclusion, and certainly monastic self-denial, devoted to 
books, flowers, and simple pastoral duty, until 1859. Again 
he was struck witli the madness of wandering; Believing 
that he had lost his usefulness among his people, and that 
they were desirous of getting rid of the old man, who had 
been their spiritual guide so long, he, to the surprise, and 
against the protestations of all his parishioners^ at the age 
of TO, left his home, and wandered south into Mississippi. 
Here he w^as overtaken by the storm of war. He undertook 
to perform pastoral duties, and while in the faithful dis- 
charge of them, he was stricken down, died peacefully, an<l 
was buried by friendly hands at a place called Bogue-Chilto 
in that State. 

Having given this rapid sketch of the leading events in 
the life of Dr. Spencer, it remains to give an estimate of his 
character, and particularly for the benefit of the readers oi' 
this journal, of his. character as a teacher. ii. 

Conclusion in next No. 



'•' Beautiful women,'" says Heine, " beautiful women, 
without religion ai'e like flowers without perfume. They re- 
semble cold sober tulips, which look upon us from their chi- 
na vases as though they were also of porcelain." 



230 The Ilaryland Educational Journal, 

In a recent Editorial Address we stated tliat it was our 
|)urpose to give from to time memoirs of the prominent Ed- 
ucators of this and other countries. In accordance with 
this announcement we here present a sketch of the life of 
one to whom in our judgment the educational interests of 
Maryland are pre-eminentlv indehted : (n.) 

Rev. LIBERTU8 VANBOKKELEN, D. D. LL, D. 

His paternal grandfather came to this country from Hol- 
land in 1798, an exile, in consequence of his adherence to 
the fortunes of the Prince of Orano'e. He hrous;ht with 
him two sons, the elder of whom died in Baltimore, The 
younger, the father of the suhject of this memoir, settled in 
New York as a merchant. His maternal grandfather was a 
native of Wales. Dr. V. B. was horn in New York, hut at 
an early period of hici life went with his father's family to 
Brooklyn, where he lived till 1830, when his father moved 
to Newhern, North Carolina. His father, while residing in 
New York had dealt chiefly in southern products. Dr. V, 
B., in his tenth year, was sent to a hoarding school. From 
this time, whether as hoy or man, his life to 1864 (when 
he was appointed State Superintendent of Puhlie Instruction 
in Maryland) was passed amid Academic pursuits. He was 
successively Tutor, Professor 4nd Vice-President of the In- 
stitution, estahlished hy the Bev. Dr. Muhlenhurg, known 
as St. Paul's College. When only 22 years of age he con- 
ducted successfully a hoarding school of fifty hoys at College 
Point, N. Y., a-ft^rwards incorporated with St. Paul's col- 
lege as its preparatory school. In 1839 Dr. V. B. went to 
Europe for the purpose of mastering the various systems of 
instruction. He spent some time in France, Italy, Austria, 
-Hungary /Bavaria, Switzerla'd, the G-erman States, Holland, 
Belgium, England, Ireland, Scotland and Wales. Every 
facility was afforded liim for familiarizing himself v;ith the 
workings of the puhlie schools of Europe. In 1845 he mov- 
ed to Maryland and founded St. Timothy's Hall, the most 
successful school under private control that we know of any 
where. He continued at the head of this School until 1864 



xi Scliool and Family Monthly. T61 

when he was appointed State Superintendent, which he ac- 
cepted with a consciousness of the difficult and delicate task 
imposed hy the divided political condition of the country. 
And it may he said that the opposition to Dr. V. B. or his 
system is chiefly attributable to the peculiar circumstances 
under which the great movement of Education was perfect- 
ed. The time must come when all thoughtful people will 
accord him full credit for his skilfully conceived and admira- 
bly executed vrork ; and he may therefore well afford to 
fake patiently for the present whatever reproach or miscon- 
ception of him and his system may be cast upon him. N. 



TEACHING— A PROFESSION, 
Few men in the past adopted the profession of — shall we 
^dopt the offensive term — pedagogy, deliberately : they took 
to teaching as a temporary mea-ns of support, while they 
prepared themselves for what they were accustomed to es- 
teem higher— Law, Medicine, or Divinity. Happily this 
estimate of the teachers' profession is changing, and young 
men are now not ashamed to say they are teachers and mean 
so to remain. As time advances, this professian will rise 
higher and higher in popular estimation, and what is better, ■ 
the estimation of its own members. It is the profession of 
the future. The lawyer, the physician, and the clergyman, 
have each received his reward of honor, of influence, and of 
emolument. The teacher awaits his meed. This neglected 
class of men will be in the future, with that other class, the 
writers for the press, the influential, the growing class. Ed- 
ucation is daily becoming more prominent as a part of pub- 
lic policy, and is connecting itself with politics, with religi- 
an, with industry, with all the great interests of society ; 
turid those "who have its direction are becoming more promi- 
nent and influential. Teachers are the men of thought, 

and mind will win. The days of force are over ; the days- 
of superstition are past ; the days of statesmanship or po- 
litical management are passing. We are entering the days 
of intelligence of the people. n. 




ksi The Maryland Educational Journal, 

Communication of Knowledge WOT the main desigii 
of Education. 

Substance of a Lecture I'ead before the Public School Association of Baltimore. 

^HE question '^ What is the main design of Ed- 
ucation?" is a very important one, both as re- 
gards the theory and the practice of teacliing. 
If teaching were systeinatized into a science, if 
its processes had assumed even the regularity 
and settled order of an art, it tvould make hiit little differ- 
ence what was the object the operators had in view. To 
the cabinet-maker who makes a chair it is of no consequence 
who is to sit in it. To the surveyor who measures a farm 
it matters not how it is to be cultivated; But teaching, if 
it be, a science, is only in its infancy. If it be an art, its 
rules and processes are still matters of experiment. And it 
is of the utmost consequence to determine exactly what is 
the right end of Education in order that the processes may 
be properly adapted to that end^ 

It may be necessary to observe, in the outset, that in this 
inquiry both the word Education and the word Knowledge 
must be used in a restricted and definite sense; Properly 
speaking. Education is a never-ending process. Is begins 
in the cradle, it is continued through infancy and childhood, 
it advances rapidly through youth and manhood, comes to 
a. stand-still in old age, and, overleaping the open grave, 
pursues its triumphant course in that glorious school vfhere 
finally we shall know even as we are known. But for our 
present purposes vv^e must look only at that small part which 
is embraced in the school-going life of the child; It is ne- 
cessary also to place some limits upon the term knowledge. 
In one sense it may be taken to include all that is worth be- 
ing or having or doing. But to make or question practical 
and definite, we must confine the term to those branches of 
learning which are usually taught in schools : Beading, 
Writing, Arithmetic, &c. And then the inquiry is briefly 
and plainly this : should it be a teacher's principal object 



A ScJiool and Family Montlihj. 23-S 

to commiinicatG to his scholars a iinowledge of Re^/ling, 
Writing, Arithm^-tic, Grammar, Geography, &c. 

I have no hesitation in answering this question in the ne- 
gative ; and in defending this position it vv'ill not he necessa- 
ry to call in the assistance of the principle everywhere ack- 
nowledged in theory, and almost everywhere repeated in 
practice, that the moral nature of the scholars has strong 
.claims upon the fostering care of the teacher, and that the 
demands of the physical constitution should not he neglected. 
Ignoring for the present, for the purpose of simplifying the 
argument, the necessity of moral and physical education, 
and looking merely on the intellectual side of man's three- 
fold nature, I affirm that even with regard to this the com- 
munication of knowledge should not he the main ohject of 
the teacher. Education is often spoken of as cultivation : 
and in many important particulars the metaphor is an ap- 
propriate one. The mind is the soil, and the teacher the 
husbandman, l\ov/ suppose an intelligent farmer to pur- 
chase a farm for the purpose of cultivating it, what is his 
main object ? Is it to find a place where he can deposit his 
seed, and dig it up again safe and sound when he wants it ? 
You are asked, is it the object of the farmer to Vow his seed 
BO that he may recover it again at will, unchanged in quan- 
tity or quality, and you smile at the absurdity of the c|ues- 
tion. And yet this is the very problem which many teach- 
ers spending their lives to accomplish, never dreaming that 
it can be other than a noble achievement. 

The main object of the teacher, so far as intellectual edu- 
cation is concerned, should be not to communicate knowl- 
edge simjply, but by means of knowledge communicated so 
to cultivate and discipline the mental powers that they shall 
be able to add to their stock of knowledge and be fitted for 
whatever work the duties of life may demand. The end is 
the development of the mental powers : the communication 
of knowledge is only one of the means by which that end 
may be attained. In this view of the case, it is not so m.uch 
the quantity of knowledge a child gains that is important, as 



234 The Maryland Educational Journal^ 

the process by ^vliicli it is obtained, or, if I may so speak, 
tlie quality of the knowledge. Knowledge may be divided 
into two classes, the dead and the living, or the inert and 
the active ; that which is hid in a napkin and buried in the 
earth, and that which is placed out at interest. 

This is a distinction of v/hich the public — who know every 
thing about education — seem to know nothing. If Uncle 
Sam's eldest born knows enough, what does Uncle Sam care 
how he came by his knowledge. Learning is a fine thing : 
whether it be the living dog or the dead lion, what does the 
dear, good-natured, gullible public care? His child can 
read, — does pater-iamilias, or his representative the school 
commissioner know that in the very act of learning to read 
his desire of reading may have been so v>^eakened that a book 
.is never opened after leaving school, and the very sight of 
one recalls to him only memories of an aching head and a 
smarting back. Every one knows that so far from a boy's 
education being finished when he leaves school, he is only in 
a position to continue the work v/ith ease and profit. Now 
what pesfecentage of our boys and girls pursue their studies 
in any one direction, classical, mathematical, scientific or 
literary, after leaving school ? How manv have the desire 
to do it .? How many, if they had the desire, have the abil- 
ity to do it without assistance '? 

Tiie end and aim of ever}^ course of study in school or col- 
lege should be this : to create a desire and impa,rt an abili- 
ty to continue it. Circumstances may prevent a young man 
from gratifying such desire, and a strong current of taste 
in one direction may neutralize a weaker desire in another 
direction, yet the course of instruction which leaves the stu- 
dent Vvuthout the desire to know more, or without the ablity 
to investigate further, has failed in its highest a,nd noblest 
object. 

Teachers are not without blame in this matter ; but their 
action though it cannot be commended may be excused. — 
Had a single teacher the entire charge of the education of a 
boy, from his early years till the ordinary time of leaving 



A ScJiool and Family Monthly; 235 

school, a rnucli better work would be done than can be ac- 
complislied under tlie present state of things, where, under 
even favorable circumstances, the education of a youth is 
the joint product of perhaps twenty different minds, no two 
no two of which act from the same motives, or with the same 
pbject, or the same plan. A pupil seldom remains for a long 
time under a teacher of ordinary ability, without catching 
some sparks of noble enthusiasm which a happy accident 
might easily blow into a flame. 

Under a system where every scholar is passed rapidly and 
.continuously from one hand to another, — a system y/hich, 
whatever may be its defects, is made necessary by the force 
of circumstances, it is hard for teachers to rid themselves of 
the notion that their main business is to communicate know- 
ledge, and that the more they can pour in, in a given time, 
the better teachers they are. And yet, if popular education 
is not a delusion and a sham, there must be somewhere a re^ 
cognition of the fundamental fact, that it is not the quan- 
tity but the quality of the knowledge that tells in the long 
run, — that the mind grows not by external accretion, but 
.by the development of the living principle v/ithin ; that to 
load down with facts a mind that has not been trained to 
think and reason independently, is to place a heavy sword 
in hands that have not strength to wield it. 

We hear many complaints, some reasonable and some un- 
reasonable, from parents and commissioners, about boys and 
girls being ignorant, and advancing slowly in their studies. 
The proper ground of complaint in most cases would be, 
that they cannot make a good use of the knowledge they 
have. Fifty years ago the mass of information in possess- 
ion of the people was but a fraction of what it is now. A 
smart school boy of to-day could puzzle Washington 'on 
Grammar, and a pert school girl read lectures to Franklin 
on Electricity. But has the greater accumulation of know- 
ledge really added much to the thinking power that governs 
the world. Have we now with all the boasted light of the 
tilneteenth century, clearer thinkers, more acute reasoners, 



§36 The Maryland Educational Journal, 

more profound philosophers, more sagacious statesmen, or 
more brilliant orators ? The population has increased eight 
fold during the last three-fourths of a century. If we have 
even kept pace Avith our fore-fathers, to say nothing of out- 
istripping them, we should be able so show a number of dis- 
tinguished men eight times as large as they have handed 
down to us. But are we told in reply to this demand, that 
education has nothing to do with it, that the appearance of 
men distinguished in ai^t, science, literature or politics is 
dejDendent on causes quite independent of schools and coU 
leges ? History teaches us quite another lesson. With no 
greater regularity do the tides of the ocean follow the guid- 
ance of their mistress, the moon, than the thinking power 
of the world follows the guidance of its intellectual leaders. 
Every revival of Education is marked by an increase in the 
number of her votaries. The influence of the great univer- 
sities of the middle ages has not yet died out of literature. 
No mental movement is ever lost. And if the accumulation 
of information merely as such which has been going on in 
our schools for at least a generation be in itself a vital pow- 
er, it is time that we should begin to see the fruits. But in 
truth knowledge stored up is of no more value than money, 
or wind, or steam, or water unemployed. It is the putting 
these things to use that produces valuable results. 

I am sometimes tempted to believe that we are flist becom- 
ing a nation of dunces, — that we are actually reading our 
brains away. Every year a new science, every day a new 
book demands our attention. So we go on with- the vain 
hope of keeping up with the progress of the times, constant- 
ly cramming and with no leisure for digestion. Surely it 
would be better for us all if we would read less and think 
more. 

If there is any way in which we can, as teachers, benefit 
our generation, it is by helping to restore this art, not yet 
quite lost, but rapklly falling into disuse: — the art of 
THINKING* 




A /School and Family Mdnthhji 2St 

Teaching Aritlimetic in islasses. 

^^^^HEN the class lias assembled, go to the black- 
board and examine all thoroughly; beginning at 
Numeration, Fractions, Decimals, etc., until you 
reach a point that appears not ay ell understood- 
Then take the Arithmetic and assign a lesson fbr 
the next day at the part where the pupils are found most 
wanting. 

On the next assembling of the class, have all recite the 
principles and rules in the lesson assigned, because to learn 
anything properly there must be certain parts well commit- 
ted to memory. When this has been done, give the exam- 
ples that follow these rules and are intended to illustrate 
them, to be worked out by the pupils at their seats ; first 
hhowing them at the bia,ck-board how they are to be done. 

At the nex^ lesson let the pupils tell and explain, in turn, 
how each example is solved, or let him or her work it out 
in full on the black-board. Don't pass a rule until the prin- 
ciples of it can be recited readily, and the examples orally 
feolved without too much hesitation, aild do not be impatient 
if you to keep a class a week in one rule, it may better in 
the end. Give all the explanations freely that you find nu- 
cessary, but have everything thorough before you leave it. 
Don't 'work out ^n example for a pupil but explain to Mm 
how to do it, and make him perform the operation himself. 
Take lip the next rule in the same v/ay, and keep reviewing 
every day the previous lessons. Give oral explanations and 
illustrations every time the class is up, so that when the pu- 
pils are at their seats they may be enabled to practice with- 
out difiiculty the part assigned them. All young peraon:i 
learn mainl}^ by frequent repetition, both of recitation of 
rules and w^orking out examples. Theory alone vfill never 
do : pupils must cipher as much as possible, so as to be able 
to tell when called up in class, hovv^ every example is solved 
and why. By being firm in this plan or some modificatioa 
of it, teachers-may mak^ arithmeticians out of nearly everj 



IS8 The Maryland Educational Journal^ 

one entrusted to tliem. Of course the pupils must be first 
carefully classed according to ability and advancement in 
general study ; and it is not essential to be governed in the 
olas-S'iiication by the distance any one may have gone in the 
Arithmetic, for this proves nothing ; and after the general 
principles of whole and denominate numbers, fractions and 
decimals are mastered, it matters very little what part of the 
Arithmetic is taken up next. Neither is it important, if the 
teacher properly understands all the principles of numbers, 
what author or text-book is used, The advances in study 
depend more on the teacher than the text-book, l. 




A Method of finding the Least Coinmon Miiitiple. 

I IMPLICIT Y and intelligibility of arithmetical 
^^ calculations are always sought by every instructor 
of children. The method of finding the least 
common multiple of two or more numbers here 
described has these merits. 
EuLS. — Take as many prime factors as will embrace all 
of the prime factors into which the numbers may be reduced, 
and only as many, and their product will be the least com- 
mon multiple required. 

Example :— Find the least common multiple of 4, 6, 9, 
12, 5, 15, 20. 

Analysis. — The prime factors of 4 are 2 and 2 ; vv-e write 
thom down. The prime factors of 6 are 2 and 3 ; we have 
the 2, hence we only write down tlie 3. The j^rime factors 
of 12 are 2 2 and 3, all of which we have, hence we do not 
use them, 5 is a prime number, and we write it down. — 
The prime factors of 15 are 3 and 6 ; we have them already. 
The prime factors of 20 are 2, 2 and 5, all of which we have. 
iSence we find the prime factors of 4, 6, 9, 12, 0, 15 and 20 
are embraced in the following numbers — 2x2x3x3x5, the 
product of vv-hich is 180, that being the lea^t common mul- 
tiple required, ' ii. l, a. 




A Sokool and Family Monthly. 239 

EXTRACTS 
fcom the Journal of a President of a County Scliool Boardo 

RAVING- been in the practice of taking notes of 
Ipl my visits to tlie public scliools in our county, it 
p lias occurred to me that a brief abstract from my 
Journal would be of interest. It is true that 
the office, wliose duties are here detailed, will 
soon be only a thing of the past ; but as the fossil specimen 
of an extinct species of animals awakens interest in those 
who look' upon it in after times, so perhaps may this slight 
memorial of the operations of a short-lived institution of 
our State, prove of some value, if only in an antiquarian 
point of view. Besides, it is not altogether impossible that 
tlie idea of the necessity of some sort of school supervision 
may revive in one or other of tlie various educational con- 
trivances that seem likely to spring up on the ruins of the 
present system. In that case the results of experience will 
have a certain value with those who regard facts as the pro- 
per basis on which every good system must be founded. 

No apology need be niade for going into minute detail in 
the extracts that folloAV, since their whole substance consists 
entirely of detaiL-f. 

In order to present a proper sketch of the duties as they 
rose up before the mind of the visiting official, I iirsfc trans- 
cribe a few leadin"; suoisfestions or hints, carried ab:3ut as a 
sort of vade-mecum, and reminder of the objeci ta ba kept 
in view. 

1. To enter the i3chool in a pleasant, informal, friendly 
(freundlicJi) manner, creating as little disturbance as possible. 

2. To observe the condition of the house, furniture, &c., 
and the general order. 

3. To select some individual scholar, preferring one of the 
little ones^ and explain some point in his lesson. 

4. "While the regular classes go on to recite, inspecv the 
Register, and note attendancBj deportment^ &c.. , as t]?verein 
k«pt, and the m^^naer of keeping the en tri^, 



540 The Maryland E'ducUional Journal, 

5. Examine at least one class tliorong'lily — inspect tlie 
writing books. 

6. Inqnire particularly into the classification, and nsc of 
the black-hoard : fre(|uently make use of the board myself, 
to illustrate some question in Arithmetic, Geography, &c. 

7. Inquire as to books wanted; and other wants of the 
school. 

8. Talk with the tetcher — find out what methods of in- 
struction and discipline he uses, outside ()i the general rou- 
tine ; suggesting such. 

9. On leaving, make sucli remarks to tlie pupils as may 
be suggested by the occasion, — dealing more in encourage- 
itient than sicolding. 

N. B. — Visit no more than two schools per dliy. 
Summary of Visits to the several Sc/(Ooh\ 
■ School No. — : 24 present of 38 on the list. Heard the 
classes read ; too fast of course ; and as usual the scliolars 
reading in No. 4 should have been in No. o, those iu No. 3 
in No. 2, and so on. 1*old the teacher that for the purpose 
6i learning hoAV to read, the book should always be a little 
below the cai)acity of the pupil ; Avhile to communicate ideas 
and strengthen the mind the book slioi^ld be a little above, 
or in advance of the learner. The spelling was better than 
lisual, being taught in the only jiroper method, by frequent 
dictation exercises. Intellectual arithmetic pretty well re- 
nted ; this branch too much neglectedi Ins])ected the writ- 
ing, which was very imperfect. 

School No. — : A pleasant one to visit, the pupils being 
orderly and studious; Noticed a map drawn on black-board, 
oa which they were examined ; answered creditably. Heard 
a first-rate Geography lesson. The children recited some 
pieces ; told them a -story, illustrating the old adage that 
'■ learning is better tJian houses or lands. ''■ 

School No. — : 14 present of 31 ; the teaclier complained 
of bad attendance, and no wonder. Though Avell qualiiied 
in a literary point of view, his manner is unpleasant ; ho 
speaks harshly-and ridicules large girls for mistakes. The 
juvenile readers seemed to be carelully trained in their in- 
flections. Some qualification in teacher, but he had better 
leave. 

- School No. — : 22 of 43. Teacher competent but not siii-' 
ticiently energetic. House and furniture wretchedly bail— 



A School find Fcamihj MontMij, M% 

^omc loiul talking. A fj.)>;t-rato spelling lesson recited, J. 
T. D. being head. In answering questions in (leograpliy a 
scholar said ''the chief towns in Md. were Baltimore, An- 
napolis, and — (his own yijlage. } 

(School No. — : 40 of 59, New school-house an ornament 
to neigh])orhood, well furnished. Noted a c!u;e with shelves 
for cliildren's dinners, Kegistcr showed tliat L. W, had not 
missed one day's attendance and was naturally learning fast. 
The school has map and globe. 

School No, — : 35 of 51, Map ejcercises on black-board 
well done and recited. OJd-fashioned " substantial furni- 
ture," requiring the boys to hop up on a broad, rough table, 
.and run along the toj) of it in order to reach tlie teacher. — 
(Soper's desks afterwards substituted, made subject of com- 
plaint to State Board,) 

School No. — : 24 of ,20. A competent and experienced 
teacher, but needs .some admonitions in regard to keeping 
better order. Black-board defective ; put on a coat of liquid 
slate. An excellent lesson in numeration and promiscu'.mxS 
(:reography, Exliibited air-pump and apjiaratus, c^c. 

School No. — : Keform needed here. Teacher must go to 
school. No black-board, " nor nothing." 

School No. — : has much improved since teaclicT attended 
Normal School. Order excellent. Much pleased with lesson 
of ''Grammar without book," the subject understood better 
than by beginners ordinarily. House wants steps and white- 
washing. Trees hacked shanjjefuUy. Lectured on air-pump. 

School No. — : The success of this school is a triumph 
over prejudice. It began very small, and increased slowly 
under a very competejjt lady, till in the second year it had 
40 pupils. Mode of teacJiing quite out of old routine. Ad- 
mired her thorough training of the class in spelling, defin- 
ing, and in making them use and understand the dictiona- 
ry. All the little scholars that can write on their slates are 
made to copy many lessons from easy reading-books, and 
their spelling, punctuation, capitals, &c., are examined and 
they made to correct them. Very thorough in numeration. 

School No. — : disordei'ly- -some excuse from tliev/reteh- 
od condition of house and furnitui'C. Teacher uses the book 
constantly. He Avont do. 

School No. — : 50 of 62 — an interesting and Avell man- 
aged school. Particular attention paid to Grammar, Defin- 
ing words, Latin, and knowledge of language generally. -- 
Leetured on Natural Philosophy v/ith experiments, endeav- 
oring to show the importance of a knowledge of things a>j 



542 %^lio Maryland Fihieational Jovrnal, 

well iis words. There is great need of introdiieiup; tlie sci- 
ences in tlio schopls of the people. As between science and 
the classics the former nmst win. 

School No, — : G8 scholars on list in a log hut 1*7 x 15 x t, 
>'mnrder of the innocents" genuine old-field school. Whiit 
is to be done about it.? Nothing elfectivo without funds. 

School No. — : Everything nearly right in this school. 
Attendance over 75 per cent. 

j^t) he continued. 

From the above extracts some Idea may be gained of the 
jiaturc of these school visits. Unfortunately it relates to a 
matter in regard to which the peoj)le generally possess very 
little information ; and hcnco it comes tliat the importance 
of Supervision, as a feature of the existing school system, is 
so little understood. 

Having been a School Commissioner for four years, before 
the adoption of the present system, it was my duty to visit 
tlic schools of one district, under a local law^ and I Avell re- 
member it seemed to me about an even chance whether the 
teacher was Ibund in his place or not when I called, so irreg- 
ular and unsystematic was the attendance. In striking con- 
trast I can state that during the 30 months of service in my 
present station, I note but three instances of the teacher be- 
ing absent, in tbe course of at least 300 visits. Yet the su- 
pervision of the President has not been regarded as the un^- 
wolcome office of an '• overseer"— out tbe contrary his visits 
liave uniformly appeared acceptable to teachers and pupils. 
For the children, it is no small benefit, especially in remote 
neighborhoods, to find an intelligent official taking an in- 
terest in their progress in a way which they arc capable ol' 
appreciating. By the teacher who is desirous to do his duly, 
such visits are esteemed a support and assistance — if he is 
tm worthy, an opportunity is afforded for discovering the (act 
and getting rid of him. 

[n conclusion I must express the conviction (since it is now 
possible to do so without being influenced by interested mo- 
tives,) that the Supervision authorized by the present law is 
the life of tbe svstem. i'"' 



A School and Family 3Ionthly. 243 

W* The following was sent out in circular form about 
the 20th of November, and is here inserted for the benefit 
of all — as less than 200 of tlie circulars were printed. 

OMce of the •rflaryland Educaiional J^ournal, 

November, 1867. 

To iJiQ School Comviisfiioners of Maryland, and to all tuho de- 
sire the publication of an Educational Journal in theStoie. 
For fear I may not be able to attend the meeting of the 
Commissioners' Association, 4th prox., I desire to submit 
the following explanatory and apologetic thoughts to all : 

The " Maryland Educational Journal," published by the 
undersigned, has regularly appeared for seven months, and 
the eighth number, for December, is now progressing and 
will be out in due time. Whatever grumblers and fault- 
finders, or critics and hypercritics may, say, I think it must 
be admitted by all reasonable people that this Journal has 
thus far compared favorably (eyery way) with other similar 
publications in other States ; and it may be made more ac- 
ceptable by a little more general support and friendly co-op- 
eration. I am ready to continue the Journal, and to fidfil 
all my pledges to the end, but, as there are mutual respon- 
sibilities, I ask that all who subscribed will pay their sub- 
Bcriptions. Money may be paid to Mr. Young, 114 West 
Baltimore street, or enclosed by mail to me. 

One year ago I first submitted to the Com'rs Association 
my proposition to publish an Educational Journal, and al- 
though no positive promises were made pledging any spe- 
cific support from the Association as a body, yet the tenor 
of all that was said and done amounted (in my opinion) to 
a sort of implied promise that a hearty effort would be mj-de 
to procure subscribers, and to give me a fair trial. This 
would have ensured success. Relying upon this and upon 
the sanguine expressions and individual promises of others, 
I entered into the matter. I think you will admit that I 
have thus far fulfilled all my promises made in the prospec- 
tus ; I regret however to be compelled to say that, although 
from a few counties the returns were satisfactory, in the ag- 
gregate my reasonable expectations of support have not 
been realized. The number of subscribers received falls far 
ehort of what is necessary, — while even of those received, 
many have not yet paid, though the terms on which they 
subscribed were to pay on receipt of the first number. 

I have not endeavored to ibrce the Journal on any one, 
'but without personal and local application — without agent;j 



-244 The Ifaryland Educational Journal,' 

— it is very difficult and slow Avork to extend tlie circiilatiori 
of any journal. With |;liis, enough subscribers could easily 
have been secured, or could yet be made up in the State. — 
(I have more than a hundred full sets of back numbers on 
hand which I would like to send to as many new subscribers.) 

I am anxious to please, and to do justice to all. Am open 
■to suggestions and joropositions ; and respectfully ask that 
some definite action be had either to support or not supjiort, 
to own or disown, the Journal. For even conceding that a 
change may soon take place in the school law, there is no 
reason why a school journal shou].d not be supported — con- 
ducted on liberal and. impartial principles, open to all, &c. 
^^ If this Journal has any friends, now is the time to act, 
I am ready to enlarge and everyway improve it, and if ne- 
cessary to open an editorial office in Baltimore so as to give 
more immediate and active personal attention to details — 
60 soon as the patronage shall justify it. The present pat- 
ronage does not justify anything ! If, on the other hand, 
I am in the way of any more acceptable party publishing a 
similar journal, I am willing to step aside for a very reason- 
able consideration — have only the good of the cause at heart 
■ — -have endeavored to do my duty in the premises, and hope 
I may be treated fairly by all, 

A few words, only, further : — The change made in the 
Editorial Committee did not effect any pledge made by me. 
I relied upon a much more general co-operation in the way of 
furnishing matter for publication than I received, and find- 
ing that I was left to my own resources, and that the an- 
nouncement on the cover of its being the organ of the State 
Board and State Com'rs Asso"n resulted in a mere sham, and 
that only a few of those who had permitted their names to 
be •used as editors seemed to care to write for it, it was con- 
sidered expedient for these and other reasons to change so 
as not to have the journal any longer appear to be what it 
was not. 

The Journal has not passed from those who are friendly 
to Dr. Van Bokkelen and his system, but we allow all sides 
to be heard — ignoring politics entirely, and wishing to pub- 
lish a legitimate school and family journal, not a polemic or 
beligerent one. The few, to some distasteful, expressions 
that have appeared were only published to invite discussion 
and to wake up the dry bones ! and in the December num- 
ber we have remarks per contra, as also a few friendly pokes 
for hypercritics ! 

Very respectfully, your obedient servant, 

E. S. ZEVELY. 



A School and Family Monthly ^ S4l 

CorrespoMilence. 

Me. Editor : I was vexed at tlie article signed T. L., lu 
your last, every suggestion in wliicli is at war with all sound 
doctrines of a rational school system. r. 

[That article was written and published to invite discus- 
sion ; and it is very unfair to attempt to hold this Journal 
or its publisher responsible for the opinion of contributors, 
or to fall out with and abuse him on account of it as a.few 
have done. Let us have calm discussion. Thus truth ^vill bo 
■elicited, — Ed.] 



Mr. Editor : A Teachers' Association for the third school 
'district of Anne Arundel county was held in Annapolis Oc- 
tober 26th. Nearly all the teachers of the district were pres- 
'ent and appeared to take pleasure in the busines of the meet- 
ing. The Association, organized by electing Robert F. Dod- 
teon, esq., President, and Mr. George W. Duvail Secretary, 
^he subjects most discussed wer'e, the best methods of teach- 
ing the alphabet, spelling, geography, and school govern- 
ment. It is the purpose of our President to hold similar 
Associations in each District, and then to have a county In- 
stitute : and it is hoped that before the Journal for January 
is issued, we may be able to communic^.te its successful re- 
sult. J. n. 



Mr. Editor : Yesterday as I passed the colored people's 
'School-house in our town 1 saw a neat building construct- 
ing, and upon inquiry learned that it was a house for the 
teacher^ Verily ! Are we to learn of this poor, ignorant 
race, who yesterday were slaves, how we should act in mat- 
ters in which we flattered ourselves we were most knowing ? 
These people have felt the want of homes for their teachers 
"and therefore they are built. Wise meh are at the head of 
their school operations. No political complications shackle 
them. Every friend of humanity must rejoice to witness 
their progress, but our pride must be offended that we are in 
'anything connected with education surpassed by those wc 
have been accustomed to despise. H. 



"146 5'/ie Maryland Educational Journal, 

JLiOcal School Muti'lligeuce, 

Items for this Department mtial be comnmiiieatcd. ajid are solieiicth 

jSTewtowNj Worcester co. — On tlic Vtli of Novcmljer anew 
public school building was dedicated at Newtown. It stands 
on a lot of tliree acres; contains' four largo rooms, each seat- 
ing 80 children, witli suitable recitation rooms, and is sur- 
m.oiinfed by a cnpo'a. 



Cumberland. — The new publld school-bnilding recently o- 
pcned hero contains six large rooms provided with approved 
Seats and desks (partly Sopor's) each room seating 80 to 150 
pupils, suitable recitfitio'n rooms, every necessary conveni- 
ence, and an ample play ground attached, in the heart of 
tlie city— the whole obtained at a clear bargain of several 
thousand dollars less than it would have cost to build. 



[We are always pleased to notice favorably any local evi- 
dence of educational iiiterest in any portion of the State — 
whether connected "^vith public or private schools, and it af- 
fords us pleasure to state that in CuTnbcrland the county A- 
cademy, under the energetic management of Rev. T. Nelson, 
has recently been rendered more efficient, and the internal 
arrangement of the building greatly improved.] 



BSi^ In Baltimore there appears to be some difficulty in 
the way of consummating the contelnplated new building 
for the accommodation 6f the City College or High School. 



]g@^ At Easton, Talbot, the colored people have not only 
a school-house, but also another near it for the teacher. — 
6ee *' correspondence." 



®^ Teachers' Institute in Anne Arundel, — sec ^'corroK- 
pondence." 

Littell's LI\^Na Age. — It is a real luxury after the labor 
of the day to look over the pages of Littell's Living Age 
Try it. Sixty pages a week for $8 a year. 




A School and Family MontUy^: 24 1 

Editoriisl ^aUnagunilU 

;0W is the time to subscribe. If this Journal has 
any frien'ls, now i« the time for them to bestir 
themselves. We are ready to enlarge and erery 
way improve the Journal, if patronage improves. 
Agents wanted. Cash premiums paid — we ask 
no one to work fin' nothing. The scope of the Journal is to 
be enlarged, ho as to make it interesting to all, 

A part of the edition of this number may not appear to 
be printed as vr-ell as might be desirable. Whenever new 
subscribers enough arc received to justify it, it will be re- 
printed. 

The next number will appear some time in January — may 
be a few weeks later in the month than usual, 

1^^ Article on Memory ^mavoidably crowded out of this 
number. 

)§@°" James Young, esq,;, 114 West Bait, st., will receive 
money and give receipts for subscripticyis due this Jotirii^l. 

BST" This Journal will in future ntimbers give specimeii 
illustrations of black-board drawings. 




|E point with pri'de to the contents of this numberj 
arid return our thanks to our (increasing in num- 
ber and interest) various contributors for their 
excellent articles. Tliis Journal so auspiciously 
commenced and progressing, needs only a little 
ibstering care and friendly co-operation to make it one of 
which all may be proud. Especially v/ould we commend to 
the thoughtful reader's careful attention the article contain- 
ing the skeleton of a lecture delivered loefore the Balto. city 
teachers' association, by Prof. InTewell. We regret that we 
cannot give the whole. Modes of instruction, and systems 
af education are legitimate subjects of discussion ; and no 
teacher or superintendent ghould object to have his favorite 
theoricB eritieised. It i» in this way that truth may be ar- 
rived at. 




148 The 3Iarytand E'dn'cational J'ournoi, 

lUR Maeylaxd Exchanges.- — In our last we gave 
a list, as complete as possible, of our Maryland 
exclianges — (if any omitted it was inadvertently) 
— hot designed to be a complete list of all the 
papers in the State : though we have heen send- 
ing the Journal to every known paper in the State, -end re- 
questing an exchange. Some have not seen fit to comply, 
and hence were not included in the list. One of these gets 
angry and misrepresents us in consequence ! 

We return our sincere thanks to all who have favorably 
noticed this Journal, and solicit other similar favors. 



The recently reported herculian efforts made by the 
^vhisky influence to cause the removal of a vigilant revenue 
Officer, with other demonstrations, show what a rotten and 
demoralized and demoralizing crew the liquor dealers are — 
ffom the wealthy whisky kings of New York down to the 
lowest groggery keeper. At this very moment the whisky 
influence is on a hig]i hprse— seems to threaten to over-ride 
and over-rule everything; It is opposed to education, and 
to progress in all that is good ; and all wdio favor the edu- 
cation of the people in things noble and exalting should 
strive to frown doAvn the abominable traffic. 



An Illiberal School Journal. — The Ohio Educational 
Monthly v/ants to hold this Journal responsible ixtr tB.e opin- 
ion of a correspondent, though it ought to know that a rule 
in journalism is that editors or publishers are not responsi- 
ble for the views of correspondents, especial!}^ \vhen as iii 
this case well knov\rn initials designate the v,uiter. 



Mixed.---'' Our Young Folks,"' Boston, say they perform 
all they promisCj and did not issue a circular offering a pic- 
ture premium,' and we believe them. We thus make thea- 
mende to Our Young Folks, but regret to add that develop- 
ments cast a shade upon the premium furore generally, and 
our favorite the Student and Schoolmate comes in for a share 
of doubt. It nov/ however offers cash premiums only. 




A School Mid Family Monthly. '24'ii 

LONG TOES: 
lOME people have veiy long toes ! It is dfficuh 
to walk tlirongh the world witholit treading oi! 
them ! It is hardly possible to be strictly honest 
in your dealings with Such unhappy mortals, they 
are so thin-skinned: They compel us, like boat- 
men, who look one way and rdw another, to say one thing 
and mean another— and that's hardly Bible teaching. The 
blunt man who calls spades '^spiides" is sure to offend them. 
These long toed people are often extremely conceited, tho' 
nffecting great humilty. They are too, usilally, like the 
dog in the manger, neither disposed to do themselves nor 
to let any one else do — in matters of vital importance. If 
you wish to do your duty, you are with such — in religion, u 
pharisee — in politics, an office seeker— socially, a tyrant and 
'^stuck up" — and generally a very pestilent fellow ! It re- 
C[uir-es the greatest degree of Christian charity to get along 
with such people, a.iid it would be a dangerous experiment 
to endeavor to carry out St. Paul's plan for reconciliation 
with them. Hence all that can be done for them, or with 
them, is to pray for them. Yes, we will pray for our long 
toed brethren. 



''The Little Chief," Indianapolis, Ind., is a beautifully 
})rinted paper for children at only 'Zr) cts. a year, 

''Southern Boys and Girls Monthly" is a neat child's pa- 
per published by Messrs. Baird, Eichmond, Va., at .fl,5U. 

"The Little Corporal," Chicago, has sent us an engraved 
likeness of the lite President Lincoln and sou: 

"An Elementary Grammar of the German Language; 
■\vith exercises, readings, conversations, paradigms and a vo- 
cabulary, by James H. Worman," Novn^ York, A. S. Barnes 
& Qo. "Good, but nothing specially newer distinctive; 

"A fourteen weeks course in Chemistry, by J. Dorman 
t^^teele,"— x\. S. Barnes & Co., N. Y.. 250 pps.— is ah ele- 
mentary work of much merit. 

" Pope's Essay on Man."— -S> R. Wells, N. Y., has puD-- 
lished an illustrated edition of ihisold masterpiece of Eng- 
lish Verse — one vol. 12mo; fancv cloth gilt |l, paper 50 ets; 



'^A 



The 3ianjland Educationtd Journcd, 




PREACHING vs. BEADING. 
^HOSE g«od clergymen ■Mify statedly read their' 
sermons, tell lis among 6tlier ideas, as an argu- 
ment in favor of reading/ and in reply to tlie ar~' 
gument per contra that but little efl^ct can be pro- 
duced by reading, that the great revivalist Chal- 
lacrs was a reader. We never heard Chalmers, but we have' 
heard various live preachers, and John B. Gough, who is a 
preacher of good morals, and becausfe he has his discourses 
ivritten out and occasionally turns over a leaf, it may be said 
that HE is a reader ! Yes, but like Chalmfei's, he is one in a 
thousand. Oh ye poor, tame, hearttess, frigid, pulpit read- 
ers, go and' hear John B. Gough ! It is worth a journey of 
a thousand miles to hear him. Oil for more earnestness— 
jHore life — in teaching as well as in preaching. 



I@°" We will endeavor in our next to make room for no- 
tices of the many excellent exchanges, — fmiscellaneous and 
school journals,) — received by us. 

Messrs, Taggard & Thompson, 29 Coriihill, Boston, have 
published a neat pamphlet exposition of the Metric System 
prepared for Eaton's Arithmetics — 10 cts. 

Aim's Rudiments of the German Language, by E. Steig- 
er, No. IT, N. William st. N. Y., commends itself to all 
students of German. 

English Prose Classics- — "Lord Bacon's Essays j with a 
sketch of his life and character, reviews of , his philosophical 
writings, critical estimates of his essays, Analysis,. notes and 
queries for students, and select portions of the annotations 
of Archbishop Whately. By James B. Bovd, with notes, &c.' 
N'-.v York, A. S. Barnes & Co. 1867, 

Here is a book after own heart, refreshing to read amid 
the flood of vapid writings of the day. Its quaint style in- 
terests, and reminds us of old Biirton's Anatomy. Bacon's 
Essays will live throughout time. The annotations and que- 
ries to this edition are generally good, but we are amused at 
the direction to the student at the close of one essay, viz :~ 
'"= Eewrite the essay, improving the style of it as far as pos- 
sible !" The style of the prominent writers of Bacon's age 
may be modernized, but hardly improved. The idea of in- 
troducing such books in schools is a good one. 



A ScMol and Family 3fontJily\ Wl 

The American Farmer. 

S our learned and liypercritcal old friend (?) of the* 
American Farmer, who '^'lias gone through the 
I wars' ' and who terms the writer of this a nobody, 
^ leaving us thence to infer that he considers him- 
self somebody, has done us the honor, (perhaps^ 
prompted by others,)' to rl'evote several pages to notices of 
this Journal, we cannot in conscience r^use to return the 
compliment in a few good-natured squibs. 




Eye: — The A. F. says rye ''is not a sensible crop, or such 
a one as a sensible man should be willing to grow." But in 
the same article highly commends it for early spring pas- 
turage and for soiling before clover comes into use ! Very 
good this for a professor in a college, who considers himself 
above criticism. He must have been eating rye bread and 
had his digestive functions deranged, or perhaps been im- 
bibing too much "old rye" that he thus stultifies himself. 



Too Bad— that the National Bureau of Agriculture shdiild 
have ignored the existence of the Md. Agricultural College, 
right under its nose ! The editor of "the well known ex- 
ponent of the sentiment of ths agricultural community of 
Md," (modesty!) is quite bilious on the subject. 



" Manures are said to cook the raw ingredients of the soil, 
and thus Ht them for food to growing plants." This is one 
of the novel ideas of the critical editor of the A. F., — who 
"eschews" the "moral bearings" of things. 



Why should the Md. Agricultural College aspire to give a 
full academic or classical course ? Was this the design of 
its founders ? or is it the design of the government in af- 
fording aid to agricultural colleges, to foster weak schools, 
and thus enable them to set up the "academic course?" 



Peesoxal. — The A, F., which is the peculiar champion of 
the "Md. Agricultural College," singularly and rather un- 
fortunately talks about "wmior intruders !" 



2"52 The liter ylaiid Educational J'ournal, 

Who would have thought it ?— Who would have thought' 
that any staid old farmer would talk or Avrite asTollows, as 
we see in the A, F. — " The merry month of June, the A^ery 
season of life and heauty, of singing birds and roses, and of 
all the thousand activities of woods and fields, and never has 
her ladyship put on more glorious apparbl, or shown more 
resplendent in shade and sunlight.'' Verily ! " This may 
be fine writing, but the style is not adapted to every day life, 
and farmer boys should be warned against it." 



" It may be necessary, oftener than we suppose, to explain 
for the benefit of some readers^ what such and such articles 
mean, or are designed to teach ; as the boy writes under his 
picture this is a Jiorse, or poor Artemus W^ard, Avhen he says 
' this is rotesarkastikul.' " The critical editor of the A. F. 
writes this for the benefit of those who cannot ''see a joke'' 
but is himself in the same predicament. Burns' complaint, 
'' wad the powers," &c.^ applies well to him* 



It is a pity that one who has been teaching formers' boys 
m long, and is so jealous of their rights, and so pert in lec- 
turing others, should himself make so many mistakes. — 
They who live in glass houses should not throw stones. 



'' He (Mr. Z.) should have understood that we could not 
assume, and that the public could iiot know it,"' (i. e. that he 
had control over his own Journal !)' Bo says tlie A. F. er- 
roneously, because any one v^dio has so closely scanned the 
Journal, must have seen the announcement distinctly made: 
So the attack IS personal, and it is worse than ''mean" to 
try to sneak out of it, " We mean to be emphatic but not 
uncivil." 

But it is not in our heart to quarrel with one who writes 
as follows of this Journal : 

" Neither the Superintendent of Instruction nor any geii- 
fleman except Mr. Zevely himself have had any general con- 
trol or supervision over the Journal, hence — the very success 
of his Journal. There be good articles from Dr. Nelson and 
many others, which more than oifset the laults that have 
been criticised." Thank ye, sir ! 

G-rammak; — Neither, nor, Jiave. — AIdovc from the A; F-' 



A School and Famihj MontUy; ^ 

OPINION OF THE PRESS. 

The Southern Educational Eecord of New York, bj Ricb- 
ardson & Co., speaks as follows of the this Journal — and 
many other equally favorable and true expressions have ap^.^ 
peared in other publications : 

It contains a variety of able and interesting articles, and. 
is one of the best and handsomest of the Educational Month- 
lies. It ought to have a large list of subscribers. No teach- 
er in Maryland, young or old, could fail to be stimulated <% 
aided by the monthly visits of such a journal as this — to say 
nothing of the esprit de corps that should animate ever/ 
teacher who deserves the name of teacher, &c. 



; i@^ A new school building has been erected in Upper 
Marlborough, and. two are soon to, be built in Hagerstown, 
Another has also been built at Oakland, and one is to be at 
Frostburg. Who will send us particulars ? 

Teachers' Salaries.— -In Dorchester county the publii 
school teachers are paid from |350 to $450 per annum, affir 
ot^.ifding to grade, while those with permits receive but $250, 

The Student and Schoolmate, is a favorite among the ju- 
Teniles.' Boston, J. H. Allen, |1,50 a, year. 



The second cifi^ in tlflaryland. 



. Large lot well stocked with fruits,, tines, shrubs, &c.^ — 
Good brick house, back building, out-houses, cistern, rf'c.-— 
Ten rooms besides cellars. Possession given at any time, 
. This property is situated on a commanding position over- 
looking the town, and yet but a few minutes' walk from tbs 
rail-road depot and business street.^> ; and will be sold for 
less than the improvements aloiieare worth — $2,500 cash. 
Address the publisher of ibis Journal. . 

HAMILTON EASTBR & CO. 

IMPORTERS, JOBBERS, AND RETAILERS OE DBY 
^OODS, 199, 201 and 203 W. Bait. Bt.', Baltimore. 



4^HE NORWICH SONG- ROLL, 

PATENTED BY H. V. EDMOND. 

The Norwich Song Roll is a recent invention, designeci 
pTimarily to increase the interest and improve the singing 
m the Sabbath School ; it can, however, be used with equal 
advantage in the Day School and Lecture Eoom^ 

By the Song Roll scholars are trained to sing in a posture 
most favorable for the voice, the eyes of all being concen- 
trated upon a common object. 

With the aid of the Stencil plates any hymn or song can 
be readily printed, so that a school can be furnished with 
new pieces without the expense of new bocks. 

The Roll itself is an ornament no less than a convenieAoe 
wherever set up, and being oil castors can be easily moved f 

PRICES— No. 1. Mammoth size, easily read at a distance 

of 90 or 100 feet, 10 feet high by 5 feet wide, each .$45. 

, It includes 50 yards of paper 56 in^heB wide, a set of i^tOa- 
bil jjlates with capital and small inch and a half letters, and 
two cups of colored paste, sponge & brush, with two hymns 
ss starters. 

No. 2 — Common size, easily read at a distance of (35 feet. 
Nine and a half feet high, ,by 4 feet 8 in. wide, each ^35. — 
This includes everything as above, with paper 48 inch wide_, 
smd Stencils one a quarter inch letters. 

No, 3— Small size, for infant classes, 6 feet high by 3 ft. 
iride, each |25. This includes 25 yards paper of 30 inches, 
stencils of 1 inch letters and the rest as above. 

Boxing, each |1,50 to |2. Address 

AUa. 0. VAN LENNEP, 
General Agent, 54 Cedar street, New York. 

Cumberland, 3Id,, Weekly Papers. 

Civilian and Telegraph, by Wm. H. Lowdermilk, '%2 por' 
iKinum — Republican. 

Cumberland Union, gj Mattinglv & Steiner. $2 per an- 
num — Republican . 

iDemocratic AUegsnian, by W. E. Weber, %2 per anntlito 
— OonserVatiYe, 



11 llimiMi lilgiTIiHlL ISilMilj 

A SGfiOOL AND FAMILY MONTHIY. 

Baltimore— Publislied Toy E. B. Zevcly, 



Devoted to Education in its widest sense — mentally, mofv 
;SHlly, physically, at home and in the school room — which 
vrill make it a readable jouj^ijal for all, 

This Journal is practical in purpose, substantial in mat: 
ter, attractive in style. And altho" from its title it may be 
supposed that its pages are wholly devoted to school mattery 
—such v/ill not be the case hereafter. The subject of Edur 
cation is a much broader one than many imagine, and the 
idea of the publisher of this Journal, as announced in the 
outset, is to make it very comprehensive, The ijashy pub- 
lications of the day, filled with trashy tales, are devoted tq 
Education, and that of a very useless if not injurious char- 
acter, Not so with this Journal, 

We solicit the interest and co-operation of al] . Some one 
in every neighborhood and town wanted to secure subscribe 
ers. Liberal cash premiums paid to agents, 

I^^ With the new year, new arrangements will be an^- 
nounced. See January issue. 

— This Journal has appeared thus far in good style, and 
shall be issued in still better style, provided, &c, — Some 
things may be done as well as others ; this Journal may be 
iasued in gold and satin, but, dec. ■ — It may be enlarged so 
as to aflbrd space to please everybody, and to publish every- 
thing, if, dc. jg®^ This Journal being a fixed fact, sub- 
scribers in arrears will please to pay up without more delay, 

Jl@^ The next number will contain a curious exposition 
of '' expediency," of personal interest to many. Fiat jus- 
iCda riuit caelum. 

S73ecimen copies supplied. Address 

E. S. ZEVELY, 

Cumberland^ Md. 

^m"" By the postal laws, any one who receives a periodi- 
e&i from his post-oiiice is liable to pay for it ; and if not ta- 
ken out, the Postmaster must inform the publisher, or he 
himgeif becomes responsible for the subscription. 

PAY UP now, DELINQUENTS, now PAY UP. 



FOR SALB. 

A complete STEREOPTICON, or Dissolving View 
ap^paratus, with gas fixtures, a variety of sliders, &c.j 
ail in good order and nearly new — will be sold cheap. 
Address the publisher of this Journal for particulars. 

A NEW BOOK ! —Everybody should read H. M: 
CRIDER'S Humorous Poem on Schoolmasters. Sent by 
mail, on receipt of 75 cents. Address 

Kepiiart, Crider & Bro., York, Pa. 

Are unsurpassed for Completeness, Simplicity and Economy. 

These School Records are the result of practical experi- 
ence as a Teacher and Superintendent. They are specially 
designed for the use of Teachers who pr,efer to avoid the ex- 
pense and inconvenience of more than one book, and yet 
desire to keep a complete record of each pupil. 

Universal Records for Pupils, 24 pages, style 1* $ 08 

Universal Records for Pupils, 24 pages., style 2 10 

Universal Records for Teachers, 48 pgs folio thin sides 1 00 
Universal Records do, 192 pgs folio, heavy sides 3 50 
Universal Records for Professors, 48 pgs folio thin sides 1 00 
Universal Records do. 192 pgs folio, heavy sides 3 50 
Universal Records for Superintendents 144 p cap heavy 1 25 
Universal Records do. 288 p cap, cloth sides^ 2 25 

Universal Records for Examiners 48 p folio, heavy sides 1 75 
Universal Records for do, 48 pages folio cloth sides 2 50 

Blank Certificates of promotion per thousand..., 3 50 

Blank Reports to Parents^ per thousand , 3 50 

Blank Reports to Superintendents, per hundred 2 25 

. *Ha3 spaces for punctuality, attendance, deportment, and 
tQcitation. No. 2 has spaces for punctuality, attendance, 
deportment and five separate recitations. 
Anv of the above sent prepaid on receipt of retail price. 

HAMILTONS. McRAE, ilf?mc{e, /?id 
Or Ben Franklin Book and Printing Co., Indianapolis. 

On receipt of 65 cts I will send by mail prepaid a specimen 
copy of either the teachers' or professors' records, ii. s. m. 

THE RURAL G-BUQTLBMAN, 

A JOURNAL or AGRICULTURE, HORTICULTURE, RURAL ECONOMY, etc. 

Published on the First of each month^ by J. B. Robinson & 

Co., No. 2, North Eutaw street, Baltimore, Assisted by 

a corps of able contributors, %\ a year in advance. 



i£^S PAtENl' SLATES, 



Warranted Superior to any otlisrs in use. MGHT! NOISELESS! PrRABLK! Improre4 
by use. Easil.v ClciUieei. Cannot be Kroken liy Falling. NEVER BKCOJI K GLOSSY I 
. Pencils always wiite easily upon them. Are harder than real slate, and cannot be scratched, 

yet never Ci"icli or scale oQ'. 

TESTIMON-IA-Lrt. 

The following is from "'The Father of the Public School System of Fennsylvania," and lot 
taiay years State duperint.ndtnt . 

Lancaster, January i. IS67. 

"From its origin to its present improved and satisfactory condition. I liave watchtd th« 
progress of the artificial Slate (or Sto. e) Suiface of Mr 1 Newlon Tciice I liave seen it in- 
troduced in many schools and instifations, and have never known its use to be abandoned, 
or to fail of giving satisfaction In facility of applicatioii, rapidity of drying for use, elieai>- 
aess and duiability as a wall surface, in lieu of the old black board, it is all that can be de-. 
sired. Its merits, in the shape of Portable Slates, Tablets. &c., need not be asserted. In thij 
tirm it will speak for itself, on iuspeclion." ' Thomas H. BoKROWEs, 

Office City Superintevd'nt cf Pullic Instruction, 
Baltimore, April 5th, 1S67. 
. I have used extensively on the Black Boards of the public schools of this city, I'eirce's T* 
hint Slate Surface, and believe it to be the best material of the kind manufactured. 

J. N. McJiLTON. 

Boston, January 31st, 18tJ7. 
■yfe have used Peirce's Patent Slates for some time in our schools, and from our experienc*, 
!lad their ]«resent improved character, we believe they are superior to all other slates we h«v» 
erer seen, and shall t\ivor their more sixtended use. 

Joshua 'B\i!t.s, Principal Brimmf.r School. 

Ja.M£S a. Page, /'rijici^a/ Dwigld School. 

C. Goonwis Clark, Principal Lincoln S'hoolt 

f!tatc ?rormai SShool, Trenton, N. J., February llth, 1867. , 
We have been using Peirce's Booiv Slates for some time in this Institution, and greatly pre 
iter theni to evtry other Kind of slate. Jous S. Hart, Princii:>cU. 

Penn. State Tcaciiert' Association, Bellefonte. August 8lh, 1867. ,■ 
Having examined and tested Peirce's Futent Noiseless Slates. and Stone Slate Surface, d« 
^ecommifDd them and their use in the school room, iis bang superior to all oilier Slates ao» 
MLTfece we have ever seen ; 

Z. KowARDs, Dep'i Educatinn. Washington, D. C. 

V. A, Alle.n', J'rxn. State Aornlal School, Mansf,eld, Pa. • 

M. 1). Walker, J'rin. Orangfi-ille Slate Soldier Orph. Schooli 

ilHAS. W. I.IEANS, Prin. Harford St'ite Soldier Orph. School. 

Edward Brooks, I'rin. Slate Nor. School, Millersville, Pa, 

l.'S. Geist, y-'rc/rsso)- tre " " " " 

0. IL Haum.ng, •• " " " " ,, 

A. 0. N'ewi'HER, Superintendent Schools, Columbia, '• 

J. E. Thomas, i^rin Pint Grove Acadtitiy and Seminary, '' 
. Joseph Waugh, Principal Huliidaytbury Seminary, " 

11. B. Graa'T, " Grrensbarg Adudemy, " 

W. Henrv 1'aBKEE, " King. Gratn School, Phila. ' 

Wm. F. Wyess, " M'yer''s Boarding School, " 

Anprew BuBlT, " bUi Ward School, I'ilsburg, " ■ 

8. S. Jack, " Sewinckly Acad' y near Pldla. " 

W. \V. Woodruff, Superinle7ident '.-iiester County, " " 

8. C. GiLCHKiiT, • Washiugton '• " 

Martin Mohler, " Mifflin " " 

R. McDevitt, " Hantinglon ". ' 

E. T. Burgan, Sup't Model School, Keystone State li'orma.l School, Eiitztown, Pa. 

Jab. H. H.Ky&iti, Belief onie. Pa. 

J. R. SiPUEK, If. Y. Tribune. 

Office of Controllers of Public Schools. First District of PennSylvanici, 

Philadelphia, Pecember 2'J, 1866. <• 

A\ tt meeting of the Controllers of Public Schools, First District of Pennsylvania, held ti 

tbe Controllers' Chamber, Friday, December 21, 1S66, the following resolution was unatu* 

uionsly adopted : , . , . 

Kesolved, That Peirce's Patent Slates and Slated Goods, be used in the public schools of thii 

district, [From the Minutes.] 

H. L. Halliwell, Searetary, 

These Slates have also been adopted by unanimous vote of the Board of Directors of -Wttsl» 
Icgto'n, also for the public schools of Baltimore, nnd are used in the public schools of Boatoe. 
UiBicinuati, Chicago, St. Louis, and many other cities. 

^f^^ Beware of IniiLuion Surface. Ask for Peirce' s Paienl. 

I. ESWTON peirce & CO., Manufaeturers,- 
«••»•«* 427 Worth Eleventh streetj Philadelphia. 





THE 

AMEEICAi^ 

tt$ttl 

or 

SCHOOL & COLLEGE TEXT-BOOKS, 

PUBLISHED BY 

IVISON, PHINNEY, BLAKEMAN & CO., 

47 and 49 Greene Street, New York. 

*-^-% 

The large and increasing sale of these books — the emphatic commendations of 
hundreds of the best teachers of the country who have tested them in the class-room, 
and know whereof they afBrm, amply attest their real merits, and fully commend 
them to general favor, and the confidence of every thorough and practical teacher. 

Among the leading and most popular books of the above Series, the following 
may be named, viz. : 

TJ]SriO:N" EE^DEHS. 

By C. W. SANDEES, A, M., and J. N. McELLIGOTT, LL,D, 

The Union Headers are not a revision of any former Series of Sanders' 
Headers. They are entirely new in matter and illustrations, and have been pre- 
pared with great care ; no time, labor or expense having been spared to make them 
equal, if not superior to the very best Series in use. 

In Oethography and Orthoepy, the books of this Series conform entirely to 
Webster's Newlt Ili-ustrated and Revised Qcaeto Dictionary, recently published. 
PRIMARY HAND CARDS, 6 in a set. , UNION READER, Number One, 96 pp. 

PRIMARY SCHOOL CHARTS, large, for the | UNION READER, Number Two, 208 pp. 

School-rcom, 8 Kos. en four cards. UNION READER, Number Three, 264 pp. 

PICTORIAL PRIMER, beautifully illustrated. UNION READER, Number Four, 408 pp. 

PRIMARY SPELLER. i UNION READER, Number Five, 480 pp. * 

NEW SPELLER, DEFINER and ANALYZER. 1 UNION READER, Number Six, 600 pp. 

UNION SPELLER. | ANALYSIS OF ENGLISH WORDS. 

* This is a ne.iv and superior book, just published, as an Intermediate Header, between the 
Union Fourth and the former Union Fifth Header ; the latter having its title changed to " The 
RheXorical, or Union Sixth Reader." 



Kerl's Ne^w Series of Gran\ii\ars. 

For simplicity and clearness, for comprehensive research and minute analysis, 
for freshness, scientific method and practical utility, this Series of English Gram- 
mars is unrivalled by any other yet published. The Series consists of — 

Kerl's First Lessons in Grram^nar. A book for Beginners, and intro- 
ductory to the Common-School Grammar. 

Kerl's Common-School Gra^nmar. A thorough, complete, and practical 
work for Common-Schools and Academies. 

Kerl's Comjivehensive Grammar. To lie used && a book of reference. 

^^ Kerl's Grammars are fast becoming the leading standard Text-books 
on the English language, and they are rapidly acquiring a very large circulation, 
being already used in the Public Schools of New York City, Bostox, Cambridge, New 
Haven, Baltlmoee, Washington City, St. Louis. Chicago, Mn-wAUKiE, Grand 
Rapids, Davenport, Lowell, Nbw Bedford, Fall River, Bridgeport, Jersey City, 
WrLMDvGTON (Del.,) Lexington (Ky.,) and hundreds of smaller towns, and prominent 
institutions of learning throughout the country. 

(OVEE.) 



PUBLISHED BY IVISON, PHIKNEY, BLAKEMAN & CO. 



Robinson's Connplete Mathematical Series. 

With the improvements and additions i-eceutly made, this Series is tbe most 
complete, scientific and practical of tlie kind published in this country. The books 
are graded to the wants of Pr^mai-y, Intermediate, Grammar, Normal and High 
Schools, Academies, and Colleges. 

Progressive Table Book, ! New Elementary Algebra, 

Progressive Primary Arithmetic, ! K'ew University Algebra, 

Progressive Intellectual Arithmetic, | New Geometry and Trigonometry, 
Endiments of Written Arithmetic, ! New Analytical Geom, and Conic Sect. 
Progressive Practical Arithmetic, 
Progressive Higher Arithmetic, 
Arithmetical Examples, 



New Surveying and Navigation, 
New DiS". and Integ. Oalciilns, 
University Astronomy. 



7!&^ KEYS to the Arithmeticfi, Algebras, Geometries, and Surveying, are 
published for the use of Teachers only. 

Itobmsoil''s Series, in whole or in part, -.as oeen adopted, and is now 
in use, in the Public Schools of New York Cirr, Trot, ScHENECTAnr, Utica, 
Syracuse, Adbckn, Rochestek, Detkoit, Grand Rapids, Adrun, Kalamazoo, Ann 
Arbor, Chicago, Galesburg, Rockford. Jouett, Milwackie, Madison, Janestiixe, 
Ft. Wayne, Minneapolis, St. Paul, Winoxa, St. Anthony, Davenport, Keokuk, 
Burlington, Erie, Lexington, Springfield, Hartford, Middletown, Bridgeport, 
Providence, San Francisco, Memphis, Nashville, Savannah, and hundreds of other 
large Cities, Towns, and Literary Institutions in all the States 

THE METRICAL SYSTEM OF WEIGHTS & MEASURES, 

Full, practical, and adapted to the wants of business men, has been added to 
Mohmson's Budimeiifs, Practical and Higher AritJmief/ics. 

There has been aiso inserted in Per (Jontage, in the Higher Arithtnetic, 
several pages on the different kinds of U. S. Spcurities, Bonds, Treasurij j\'o>es, Gold 
Investments, Currency, etc., with Practical Uxnmples. 

This change and addition will not interfere in the use of the book with previous 
editions of the same, and will fully meet the present wants of the schools, and of 
business men. 

' It is one of the best metliodical introductions of the Metric System to practice in the school- 
room that we have seen. The others are mainly descriptions of that system ; this is the system 
itself, as far as it goes." — Pennsvlvania School Journal. 

" I have given your work in the Metric System a hasty examination, and am very much pleased 
with it. It is by far the clearest and most practical exposition of the New System of Weights and 
Measures that I have seen.' —Newton Bateman, Supl. of I'ub. Inst., Ills. 



Webster's Scl\ool Dictioi\aries. 

This popular Series is very justly regard od as theonly National standard authority 
in Orthography, Defiiufion, and Pronunciation. At least four-fifths 
of ail the School jJooics published in this cuantry own Webster as their standard ; 
and of the remainder, few acknowledge any standard. 



"Webster's Army & Navy Pocket 

Dictionary, 
Webster's Pocket Dictior\ary, 
Webster's Prim. School Dictior\ary 
Webster's Com. School Dictionary, 



Webster's High School Dictionary, 
Webster's Academic Dictior\ary, 
Webster's Counting-House Dic- 
tioT\ary. 



STATE SUPERINTENDENTS OF PUBLIC INSTRUCTION. 

"Nearly every State Superintendent of Public Instruction in the Union haa 
recommended' Webster's Dictionary in the strongest terms. Among them are those 
of Maive, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, 
New York, New Jersey, PENXSTLV.AjnA. Maryland, Ohio, Kentucky, Indiana, 
Illinois, Missouri, Michigan, Iowa. Wisconsin, Minnesota, North Carolina, 
AiABAMA, California, and also Canada — Ticeniy-three in all. 

(OYER. ) 



PUBLISHED BY IVISON, PmNNEY, BLAKEMAN & CO. 

WELLS' SCIENTIFIC SERIES. 

These works embody the latest researches in physical science, excel in their lucid 
style, numerous facts, copious illustrations and practical applications of science to 
the arts of every-day life, and are indorsed by hundreds of eminent and successful 
practical Educators in all parts of the country, and the Press. 

Science of Common Things. I Principles of Chemistry. 
Natural Philosophy. | First Principles of Geology. 



BRYANT, STRATTON & PACKARD'S 

BOOK-KEEPING SERIES. 

These books are beautifully printed in col'ors on the best of white paper, and 
elegantly bound. 

Common School Edition, Sigh School Edition, 

Counting-House Edition. 



WILLSON'S SCHOOL HISTORIES. 

It is generally conceded that this Series of Histories is the most complete, and 
the most perfectly graded, of any now before the public. 

Primary American History. 

American History. School Edition. 

History of the United States. Revised. 

Outlines of General History. 12mo. 

Outlines of General History. Lib. Edition. 



V Colton's Series of Geographies. 

This Series is one of the most full, practical, and satisfactory ever published. 
The Maps are all drawn on a uniform system of scales, so as to present the relative 
sizes of the different countries at a glance. 

Colton's Primer of Geography. 
Cotton's Introductory Geography. 
Colton's Modem School Geography. 
Colton's American School Quarto Geography. 



We also invite attention to the following : 

Gray's Potanical Series. j Hitchcock's Scientific Seines. 

Fasquelle's French Series. \ American Debater. 



Goodison's Drawing Book. 
School Mecords. 
Voice and Action. 



Woodbury's Gertnan Series. 
Progressive Spanish Peaders. 
Sill 's Synthesis of the English 
Sentence. 

Pradbury's School Music Books, etc., etc. 

(OVEK.) 




THE MODEL STYLE AWD STANDABD SYSTEM. 

Officially adopted and nsed iu every State in the Union. Taught in nine-tenths of all the Normal 
Schools, and in nearly all the Commercial Colleges in the United States. 

IN FOUI\ DISTINCT SEI^IES. 



COMMON SCHOOL SERIES, 

Nos. 1, •;!, 3, 4 and 5. 

BUSINESS SERIES 

Nos. 6 and 7. 



LADIES' SERIES, 

Nos. 8 and 9. 



EXERCISE SERIES, 

Nos. 10, 11 and 12. 



These jVew Books, on account of their simpUcil-)/, arrangement, accuracy, uniformity, and ruling, 
make the System the most easy to teach of any before the public. 

This System is officially recommended and used almost exclusively in the States of Michigan, 
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in the States of New York, Pennsylvania, Ohio, Illinois, Indiana. It is largely used throughout 
the entire SotrTH, and is rapidly inci'easing. 



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Tor the use of TEACHERS, PUPILS, and PROFESSIONAL PENMEN, containing o-ne hundrad 
and seventy-six pages, and hundreds of Illustrations, is now ready. 



Spencerian Charts of Writing and Drawing, 

Six in yiunher. In Sise, 34 hy SO inches 

They are so printed as to present the appearance of SUPERIOR BLACK BOARD 
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SPENCERM DOUBLE ELASTIC STEEL PENS. 

These Pens combine elasticity of action with smoothness of point not found on other Pens, 
and are a nearer approximation to the real SWAN QUILL than anything hitherto invented. They 
■are used in all the principal COJIMERCIAL COLLEGES in the United States and are pronounced 
by Accountants, Tkacheks, Officials, and Correspondents, the Best Pens Manufnctiired. 



The undersigned would also call the attention of buyers of HooJcs and Stationery to their 
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a general assortment of School and Office Stationery , Ulanlc Hooks, Spencerian 
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j8@= Teachers and School Officers are invited to correspond with us freely, and to send for our 
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4!®=- Liberal terms given <m Books furnished for Ex,amination or Introduction. 



Address the Publishers, 



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LL. D. 
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Robinson's Complete Mathematical Series. 

The most Complete, most Practical, and most scientific Series of Mathe- 
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The Metric System of Weights and Measures. 

Full, practical and greatly simplified, has been added to the written Ariibn 
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The new standard edition of the Si'ENCEatAN Copy BooKa, revised, improTed 
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t^*Tea«hers and 9oi:oo! OHisej's.are iavited t'> coi'rc'poad with us freely, and to sand for 
»iu' DsaCRiPiJVE C.itALOocd AXD CiRccLiE, wliic'.i wiil bj p:om]>tiy sent upon application 

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4 



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DEVOTKD TO 

POPULAR INSTRUCTION AND LITERATURE^ 



EDITORS: 
llEV. C. K. NELSON, D, D., Annapolis. 

Vice Pros. St. John's College, and Pres. State Teachers' Association. 

E. S. ZEVEL Y, Cumberland. 



JANUARY 



-"^1^68: 




■■■?-;■. "? ;.o; '■■:.'■ ntvi ft ■■ 



VOL. 1. 



NO. 9. 






?d W: 



B A %T^I M © R ETs 









^^,^^,,.^^11, s.,^zEvpY, PuBusuEj^'ff ;■■■"•""■" ';^J;^ 



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STREET. We haye also a 



9 

Under the charge of HARRY NICELY, at No. 38, He will be pleased to see 
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ST. JOHN'S COLLEGE, 



THIS INSTITUTION, easily approached from every part of the country, and 
having general telegraphic communication, under its thorough re-organization, 
ofiiers unusual facilities for Education. Its corps of well trained and efficient 
instructors, with its highly literary and scientific President, is prepared to educatt 
the sons of Maryland as highly and thoroughly as anywhere in the country. Beinir 
liberally endowed by the State, it can aiford to educate cheaply. The whole 
cost of Collegiate Education is (without extras) two hundred and fifty dollars 
per annum. Two boys from each county and the city of Baltimore will be taken 
tor two hundred dollars per annum. 

Next Academic Year will begin on, Monday, 2d day of September. 



EDUCATIONAL JOURNAL, 

A SCHOOI. AND FAMILY MONTHLY. 



VOL. I BALTIMORE, JAXUARY, 1868. NO. 9. 

S^^The conckision of the sketch of Rev. Dr. Spencer is un- 
avoidably crowded out of this uumber. Will appear iu next. 

£.^ The contiuuation of nieraorj or Muemotechny articles also 
necessarily deferred to the nest number. 



This Journal stands pledged to the support of "any school 
system that the powers that be may devise;"' and there is no fear 
that anything but a good one will be adopted. 

,S@?" The publisher considers it necessary to issue this supple- 
mental number , containing several pages of notices, explanatory 
and advcrtiseineutally, in order to set himself right before the public. 

N. B. Arrangements are perfecting to issue this Journal in an 
improved and enlarged form. See advertisements, prospectus and 
notices iu this number. 



We regret that some of the remarks in this number re- 
ierring to this Journal appear to have a lugubrous air, but when it 
is remembered that under all the circumstances a school Journal in 
Maryland must necessarily depend somewhat on others for success, 
what is said is mere justice to the pulisher. 



No ! — It will not do for any one to say that Lecause the 
' Editorial Committee " of this Journal was changed or "recon- 
structed," that, therefore, the school officers stood aloof. No ! 
Thei/ stood aloof before, and it was because they did so that the 
change was made. 




25S Maryland Educational Journal. 

The School System, and the Sducational JournaL 

OW tliat motives of Exjiedicnaj (in this connection) 
are ho longer necessary to tlie success or failure of this 
Journal, we shall speak plainly. Our object has never beeis 
to reform the world in any respect, knowing that reformer* 
receive more kicks than kisses, but we claim the privilege 
(and allow others the same) of s-peaking our thoughts unre- 
servedly — always with due regard to truth and courtes3^ In poli- 
tics, religion and it seems in school matters — (not wanting a fair 
discussion of its merits) — expediency is the order of the day. This 
is what has made polities base and debasing. This is what renders 
religion as a whited sepulchre. This is what has killed the present 
school system of Maryland. Expediency has been its controlling 
element, because politicians by trade got it up, and so long as poli- 
ticians rule, the people will mourn. By politicians we mean those 
who make it a trade. Y^e speak, and have years ago elsewhere 
spoken, of politics as it is in this country of ours, not what the 
dictionaries say of it. 

There is very little fairness among your professional politicians, 
and when it comes to talk about '' expediency" in church matters, 
with the plain word of God to direct us, in which no such thing is 
taught — alas ! — except and unless Matth. 10, 16 or Luke 16, 8, can 
be distorted to enjoin it. 

Expediency in one way has had too much to do with the school 
system in our State, and in another way there has been a sad lack 
of it, in the impulsive and dogmatic manner in which it has been 
literally forced on the people. 

However little we may believe in the virtue and intelligence of 
the people, it is certain that no school system, or other great meas- 
ure of social reform can succeed without showing some at least 
apparent deference to the views of the people. The want of this 
is a great defect in our present school system. The intelligence of 
the people is entirely ignored — the people are not allowed a voice 
in the matter. Its author doubtless copied after the government 
schools in the monarchical countries of Europe. But this will 
never go down in free and enlightened America. 

While we say Expediency had much to do in the getting up of 
this law, and the school officers were appointed as far as possible 
with one end in view, yet we must do the State Superintendent the 
justice to say that, as such, HE does not appear to know such a word as 



Jl School and Family Monthly, 259 

expediency, or anything akin to it. or else, -with all tlieir faults, he 
and his system would not to-day be so unpopular as they are. — 
Never in the history of Maryland has any one man had so glorious 
an opportunity of making himself beloved as has had the State 
Superintendent of Public Instruction under our present school law. 
But as he, instead of endeavoring to conciliate the people, aimed at 
nothing but forcing the system into existence without regard to the 
views of the people, he has made himself and it justly obnoxious. 
If he, seeing and knowing this, had resigned months ago, we might 
have hoped to retain the main features of the system, and not been 
subjected to the inconvenience and expense of a complete revolu- 
tion \xi school matters as we now possibly may be. 

In many respects the school system is a good one — too perfect 
to be suddenly introduced into a State so far behind-hand in such 
matters. If the advice of prudent and experienced school men 
had been taken, a less perfect or less intricate system — one aiming 
at less — would have been first inaugurated, trusting thus first to 
educate the people up to a standard of wanting something better. 

That the schools in many parts of our State have been improved, 
is not saying wonders for this particular system, because any other 
tolerable system would have done as much — since we have had as 
good as no school system at all in most of the counties of Mary- 
land. The money appropriated by the State has been squandered 
without any system. 

Now let us come nearer home and speak of this Journal and its 
history: — When, more than a year ago, we first approached the State 
Superintendent on the subject, he expressed himself favorable to 
the project — said that such a thing had been spoken of, but no 
definite plan had been arranged — no one seemed willing to under- 
take it, &c. At his suggestion our proposition was submitted to 
the State Commissioners' Association, in December '66, and although 
some members in that body were not very cordial in their expres- 
sions, and others who talked fair have since done little or nothing, 
yet the general result of all that was done and said, left the impres- 
sion that a reasonable share of co-operation might be expected. — 
The prospectus was issued and sent to all School Commissioners. 
In due time returns were received more or less satisfactory. Some 
■who sent few names, promised to send many more. We have all 
these letters and lists of names on file and may publish some of 
them some day as curiosities ! Some have since got angry because 
we wanted our pay — some have abused us because we have published 



260 Maryland Educational Journal, 

T^'hat did not exactly suit their notioos — some have denied their 
own signatures — many were utterly indifferent to the success or 
uon success of the Journal — while a few glorious and whoIe-soideJ 
men have manfully stood hy us and done their ivhole duty ioi endeav- 
oring to build up an EducationalJonrnal in our State. As to the 
State Superintendent, and State Board, all the help from that quar- 
ter was $3 for two copies ! Dr. V. B. undertook from the first to 
rule the Journal, and because the publisher, who alone assumed its 
pecuniary risk, dared to assert his own authority over its pages, he 
never, so far as can be ascertained, exerted any effective influence 
iu its favor. That was the height of ingratitude ! Here was an 
humble individual, friendly to the Superintendent, ardently attached 
to the school cause, and willing to venture his little all for the ben- 
efit of the cause in the State, and only asking that the school men 
should co-operate — (at best no great profits were to be expected) — 
and because forsooth he dared to claim a say in its management, 
the State Superintendent, a bitter politician, who did not concede 
the possibility of improvement in his system, who wanted to make 
the Journal a vehicle for his own glorification, at the pecuniary risk 
ot another, and to make it in effect a political and belligerent Jour- 
nal — for this cause, forsooth, he soon cooled off prodigiously and 
left the publisher in the lurch — to his own resources — and thus the 
face of the Journal, stating that it was the " organ of the State 
Board" resulted in a mere sham, and was omitted — not caring to 
have the Journal sail under false colors. Hence also the entire 
" Editorial Committee" was omitted, Dr. Y. B. having first threat- 
ened that unless all his articles were published his name must come 
oa ! and afterwards when it %ca.s taken off, he gave a very signifi- 
cant implied threat, which he fully carried out, by saying that " the 
State Board wasn't quite dead yet !" 

These are plain facts. We regret to have to speak them. Jus- 
tice, however, demands it, and it is immaterial what may be said 
publicly or privately by aay one in response — such are the facts 
nevertheless ! 

[An Educational Journal is not, as has been assumed, per conse- 
quence a teacher, any more than is any other publication ; neither 
can it be said with truth that, necessarily, he who essays to publish 
one sets himself up as a teacher, (of teachers i. e.) The teachers 
and school officers and friends of Education in Maryland were from 
the first (and ara yet) invited themselves to edit this Journal. Be- 
cause they stood aloof and declined doing so, the publisher was 



A School and Family Monthly. 261 

compelled, iu tlie midst of many other engagements, to furnisli matter 
to fill up its pages, for which, however, fortunately he was qualified by 
years of experience as editor and teacher.] 

All who want a live school and family Journal published in Maryland 
will please rally to the support of this ! To your tents, Israel ! 

[See other, following, items in this connection.] 



As to the State Superintendent, he apparently favored the establish" 
ment of this Journal, and allowed his name to be used as Editor, there- 
fore I had a right to expect that he would use his influence to make 
it a success. Instead of this, however, I soon found, for reasons stated 
elsewhere, he was leaving me entirely unaided — to my own resources — 
and seeing this, I deemed it best to cut the Journal loose from him, 
believing that there was everything to gain and nothing to loose by the 
change. In this, however, I now see I probably in one sense made a 
mistake, since, notwithstanding his avowed indifference to the change 
and his assurance of continued friendship, his whole power was thence- 
forward used to crush the Journal. It is evident that he exercised his 
influence to kill this Journal more than he ever did to establish it;* 
and it is strange enough too that from the beginning so little interest 
was manifested to secure a general circulation for the Journal, because 
as the school system needed all the bolstering it was possible to give it, 
if its friends had circulated a journal devoted to its interests (as this 
then was) it would certainly have been advantageous. The only way 
to account for this is that there was a sort of fatality in the matter) 
or as expressed in the old saw: "Whom the Gods wish to destroy they 
first make mad." 

I certainly think, therefore, under the circumstances, all things con- 
jsidered, that I have a right to consider myself as having been deceived 
— circumstantially at least, if not essentially, — and that I was, am, and 
have been, entirely excusable and justifiable in casting loose from those 
who proved themselves so indifferent to their own true interests. 
I feel very sure that under the new order of things matters cannot be 
any worse 1 I will bide my time ! Z. 



^Silence is sometimes more potent than speech, and there is such a thing 
as damning with faint praise. 



J6@*Those who sent us lists of subscribers last Spring are, we think 
ia honor bound to see that all pay their subscriptions. 



262 Maryland Educalional Journal. 



Ill all transactions between man and man there is a mutual 
responsibility. 

In commencing tbe Maryland Educational Journal tbere was au 
implied understanding that tbe school men in the State, from the State 
Superintendent down, would aid in making it a success. If they had 
done so all would have been well (for them,) though their not doing so ■> 
may make things hetter (for us.) Instead, however, very few did their 
part, and certainly no help camo from the State Board — '(except $3 for 
two copies.) In Cecil, Talbot, Montgomery and Baltimore counties 
there was a satisfactory response ; in Carroll, St. Mary's, Kent, and a 
few other counties, were found some friends. Beyond this all was 
coldness and icy indifference. And notwithstanding the publisher 
fully complied with his pi'omises in the prospectus upon which sub- 
scribers were solicited, and issued a journal conceded to compare 
favorably with others of a similar character iu other States, and not- 
withstanding he made every proper effort to procure subscribers, and 
issued 1,000 copies monthly, less than GOO subscribers have been en- 
rolled, and of these say 200 have not yet paid their subscription ! 

This is not what the publisher had a right to expect. He did not 

find that general friendly co-operation he had hoped for, but a great 

deal of bad feeling, envy, jealousy, illiberality and uncharitableness, — 

and is not bound to make himself a martyr to others' unfaithfulness or 

indifference 1 

P. S, — But we now beg pardon ! "We take back all we have said, and 
declare all concerned to have done nobly 1 We have just read in the "Michi- 
gan Teacher' ' that when that publication was commenced a certain prominent 
school man in that State promised to raise one hundred subscribers ; but this 
very gentleman, say the publishers, "has not only never sent us a single 
subscriber, but, so far as we know, has never seen a copy of the Teacher!" 
Again, we beg pardon most profoundly — since not one of all concerned in 
Maryland has come down to that! All who promised anything have at least 
done a Utile ! We feel greatly encouraged I 



I^^It was thought by some, a year ago, that there was then an 
opening for. or a need of, or a disposition to sustain, an Educational 
Journal in Maryland. The result proves this to have been a false 
surmise. Aside from the general indifference which prevailed, some 
suspected the Journal of being '■'•Radical" or Republican, and stood 
aloof — others accused it oi hemg '■'■ Conservative" or Democratic, and 
gave it the cold shoulder ! Between the two and amidst all it fared 

badly ! 

The publisher had the good of the cause at heart, and no desire to 
obtrude himself further than as such — thought the school men would 



A School and Family Monthly. 263 

assist — appealed to them for help — receiving none, had to help himself 
(editorially.) for which fortunately qualified by long experience as editor 
and teacher. Parties who should have taken a pride and pleasure for 
the common good in actively helping to build up a Maryland Educa- 
tional Journal stood aloof, forsooth, many of them, because it was a 
private enterprise, as if they did not care to aid any individual in 
making a fortune! [See article "What aa Educational Journal should 
be," on next page.] 



B@='The unpardonable sin committed by the publisher of this 
Journal was, his asserting in a "Statement" in the third number,* (as 
a law-abiding citizen, and one who foresaw that amendments were 
needed) that he would favor any school system that the powers that be 
might devise. And yet for this he was most soundly bei'ated ; for this 
the State Superintendent turned against him and used his influence to 
break down the Journal. But truth crushed to earth will rise ! 

We are not so bigoted as to believe that there is only one man, or one 
set of men, or only one party, that can can frame a school law ! 



*TMs "statement" was submitted to the State Superintendent before being 
published, approved by him and published by his advice ! Why did he first 
advise its publication, and then denounce and sneer at it? This was not 
acting in good faith. It was exhibiting a want of that frankness which should 
ever characterize dealings between man and man. It was not following the 
Golden Rule. 



S@°"TnE SUM OF THE MATTER IS, that the publisher of this Journal 
made the too common mistake of expecting others to help him finan- 
cially, instead of helping himself This he is now, however, doing, 
and with very flattering prospects — none the less thanks to those few 
who have really helped, or are yet disposed to help, and we need all 
the help we can get ! 



John W. G-arrett, Esq. — It afi"ords us pleasure to be able to an- 
nounce that at a recent meeting of the Board of Directors of the 
Baltimore and Ohio Railroad John W. Garrett, Esq., was unani- 
mously re-elected for the tenth year as President. This is no more than 
a just acknowledgment of his great ability, and of the untiring zeal 
which has characterized his connection with this great thoroughfare 
for so many years. 




264 Maryland EducationalJouTnal. 

What an Educational Journal Should Be. 

)HE "Massachusetts Teaclier," botli as to appearance and con- 
tents, lias long been regarded as the model Educational Journal, 
and we have latterly with great interest watched its liberal course 
with respect to various leading topics now agitating the Educa- 
tional world. But as it is published by the ''Massachusetts; 
Teachers' Association," who employ au editor, it seems that 
the Directors have not agreed with the editor's views, and hence he 
retires from the position. A lesson may be learnt from this here in 
Maryland, with respect to our Educational Journal. Here, unlike 
there, it is a private enterprise which was to liave heen under the 
editorial control of an association. But here, as there, the parties could 
not agree ! And as Dr. Nelson truly said in his introductory in the 
October number of this Journal : — "Even if it had been possible to 
make it the fully accredited organ of the State dissociation, it is doubt- 
ful Avhether it could have possessed the concentration, vigor and direct- 
ness of a private enterprise." And as the retiring editor of the 
Massachusetts Teacher, who is a live and progressive editor, says, he 
believes "there can be no real educational progress without educational 
freedom." Hence it follows that the correct basis for an educational 
journal is to have it a private enterprise under one man's control, but 
open, as this Journal is, to free discussion. In the words of the retiring 
editor of the Massachusetts Teacher : — "We look upon an educational 
journal as exactly adapted to the arena of fair and courteous contro- 
versy, where the most diverse opinions can meet and be compared, 
where all sides shall have a hearing, so that out of such debate the 
truth may emerge the stronger." 

Let all true friends of educational progress make a note of this, and 
govern themselves accordingly, by sending in subscribers (with the 
money) and contributions to the Maryland Educational Journal, which 
will appear in improved style next month. No names entered as sub- 
scribers unaccompanied by the cash. 



g^"We expect hereafter to be better prepared to do full justice to 
all our friends among the publishers, in the way of "Book Notices," 
and solicit their favors. 



«/? School and Family Monthly. 265 

What Schools Should Be. 

I'f^'T is very evident to the close observer that the public mind is 
awaking to the realization of the important fact that there is and 
has been something radically wrong about schools generally. 
There is a want of practial adaptation to every day life. They 
produce poor, starveling results, because nature's laws are not 
followed. Bright, intelligent, active-minded children, curious 
about everything, eager to learn, are often made dull and indift'erent 
under the deadening effect of school routine. We see this idea alluded 
to in various educational journals — at various Teachers' Institutes and 
Associations, — showing a desire for improvement in our systems of 
teaching. Improvement must come — teaching cannot forever lag behind 
the wants of the age. The community are not always going to be sat- 
isfied with schools that bear so little fruit. Public sentiment is fast 
educating itself up to the point of paying well for good teaching, and 
of feeling very little respect for bad ; and the occupation is fast becom- 
ing a tempting field to real talent. Even now, the teachers generally, 
as a rule, and especially the younger generation of teachers, are very 
superior to the system that hampers them. The teachers themselves 
.should carry more weight — they should organize and assert their rights 
— and seek to emancipate ihemselves from the control of school di- 
rectors, or committeemen, or commissioners of other callings and profes- 
Nions, who know nothing of the business of teaching. Let the teachers 
of Maryland be consulted in the proposed or expected changes to be 
made in our School Law. 

As a sort of side issue, intimately connected with the general idea as 
here referred to, but one of great importance, w^e notice in a recent 
essay read before the alumni of the Baltimore City College by James 
I'rame, Esq., the necessity enjoined of teaching po?('^tca/' economy in our 
schools, in order to c^ualify our youth for citizenship. A very important 
necessity in this country, in view of the important functions which fall 
to the lot of every man, and the meagre preparation which most scholars 
receive for the performonce of those functions. 



Good Bo ads and Good Schools. — In Maryland, just now, the 
public mind is considerably exercised in regard to securing good roads 
and good schools — both of which are sadly needed. 



266 Maryland Educational Journal. 

Correspondence. 

T. L. TO F. 

fT is customary wlien dliferent opinions prevail about anything, \q 
make up a case, so that it may all be debated in a friendly manner. 
In this way we made up the November article, that persons like 
^2) "F." who are favorable to the present school system, its books, 
M> and its supervision, might have an opportunity to give us some 
~^ strong arguments in its favor, and urge its continuance. We 
never suspected it was going to "vex" anybody, and if a few suggestions 
only, vex, what would a cliangc in any of the ways suggested ? 

It is not believed or declared by any one of the opponents of the 
present 'i-ational school system," that it has not done some good. — that 
it has not some valuable features; for the improved school buildings 
alone, as one of the results of the system is worthy of all praise; but the 
whole law was introduced and passed in a most exceptional manner 5 
forced, in fact, on the people and on the Legislature, and had to be 
repealed, that a law may be made in accordance with the principle that 
the people rule. 

If "supervision is the life of the system," then there must be some 
absolute necessity for it in teaching which does not exist in other pro- 
fessions; and can only be explained, either that teaching is not a profes. 
sion, or, that the persons mostly engaged in it, are very unfit for it. and 
hence require a master mind to plan and to direct their operations. If 
we admit this, then the question arises is the present mode of super- 
vision sufficient ? We think not. It would require more visits to the 
school rooms than any one superintendent could possibly give through- 
out a whole county. The present plan has, of course, some uses; "air 
pump explanations," for instance ; but, we contend, that the expense of 
it is far more than its real utility. 

There is but one way to have good schools, and that is to have qual- 
ified teachers. The State has a right, when she contributes her funds, 
to require this by some sjstem of exaiuinations and certificates. What 
we need most of all, \^,fun«h; give us a plan by which, through the 
State, the county, and the parents, a liberal salary for the teacher, and 
means for the incidental expenses of the school can be realized, and we 
will not find the want of Superintendents, should the new law abolish 
them, so distressing. 

From the "various educational contrivances" on hand we hope, yes 
we are sure we will have a good system. There never was good system 
that somebody somewhere could not find another. Let us have friendly 
discussion. T- 1" 



^ School and Family Monthly. 267 

For the Young Folks. 

Jg^^'WnoM to tell about this Jourual, — 

KT. mi. LN, ON, m, ^EY, li, LA 



, JJXIJ Wil, -«.^S^ JJ, >.V^XIXJ XI*iA, XJXi, 



Puzzle. — The following shows what is scorned on the 
battle field : — 




'•There, now," cried a little girl, while rmnaging a drawer in a bureau, 
"there now, graudpa has gone to heaven without his spectacles." 

A Puzzler. — A little friend of ours, a few days ago, while coming- 
down stairs, was cautioned by his mother not to lose his balance. This 
(•[uestion which followed was a puzzler : "Mother, if I should lose my 
balance, where would it go to ?" 



Jg@=Solve this : 

If the B mt put : 

If the B . putting : 

If the grate be empty, put coal on. 

If the grate be full, stop putting cotil on. 



A lady told her little five-year old brother to "go to mother, and 
give her my respects, and ask her for my thimble." The little fellow 
being slow in returning, was asked what he was doing. " I am looking- 
for your respects," was his reply. 



A7est Virginia Normal. — The building for the West Virginia 
State Normal at Fairmount is progressing, and is to be the largest and 
most elegant in architectural style ever built in that place. 



CHEAr Houses. — Thousands of people in town and couutrj- would 
like to build tasty, yet cheap and comfortable houses if they knew how 
8. T. Fowler, of Brooklyn, N. Y.. issues a manual of instruction at 40 
cents for an improved method of building with concrete, which all who 
contemplate building should read. 



268 Maryland EducationalJournal. 

Notices of Various Publications. 

Harpers' Mouthly 3Iagazine — magnificent — tlie king of magazines. 
Harpers' Weekly — we would think it hopeless to compete with it. 
Harpers' Bazar — the best weekly fashion paper published in America, 
The Medical Eclectic Magazine, by Dr. Buchanan, Philadelphia — good, 
American Artizan — an invaluable companion to all practical men. 
3Iasonlc Review, Balto. — We wish the craft plenty of esprit (hi corpt^. 
Phrenological Journal — one of the most liberal and readable published. 
The New Eclectic Magazine, has moved from Richmond to Baltimore. 
American Agriculturist, N. Y.,a superior and superbly illustrated paper. 
Family Treasure, Cincinnati — an excellent family magazine. 
Riverside Magazine, N. Y. — a splendid and sprightly illustrated paper. 
Demorest's Fashion Magazine and Young America are superb. 
Daughaday's School Visitor, Phila. — very fine and pushing with energy. 
People's W^eekly, Balto. — Devoted to literature, news and odd-fellowship. 
Little Corporal, Chicago — Alive and kicking as ever, won't be outdone. 
Southern Boys and Girls, Monthly, Richmond, has been improved. 
Student and Schoolmate, Boston — our favorite among the juveniles. 
Our Young Folks, Boston, is amongst the most attractive for the young. 
Little Chief, Indianapolis, shows the Hoosier State to be up to time. 
Mother's Journal, Chicago, deserves a much njore extended circulation. 
The Nursery, Boston, is the only thing of the kind published in America. 
American Naturalist, Salem, Mass., issued in supeior style, and is good. 
The Post is a new daily penny paper in Baltimore, and is very clever. 
Littell's Living Age, Boston, still holds a high place amongst its rivals. 
Sunday School Teacher, Chicago, is a monthly magazine of merit. 
Sunday School Times, Philadelphia, is a weekly paper of talent. 
3Lissachusetts Teacher is the model school journal. 
JMichigan Teacher is rather superior to its model; now in its third year. 
Illinois Teacher is one of the very best. 

Minnesota Teacher, shows that the people of this new State are awake. 
N. Y. Teacher and American Educational Monthly promises success. 
Ohio Educational Monthly is an excellent school journal. 
Pennsylvania School Journal, Lancaster, appears to be improving. 
Pennsylvania Educator, Williamsport, can only be improved in dress. 
The New Eclectic, Baltimore, sliould have the support of Marylanders. 
Scott's Journal of Information, N. Y., is a grand advertising dodge. 
Rural Gentleman and the American Farmer, Balto., are good journals. 
''The U. S. Mail" is a valuable postal paper, $1 a year. New York. 



A School and Family Monthly, 269 

Local School Intelligence. 

City Superintendent. — Wm. R. Creery, Esq., has been chosen 
Superintendent of the Baltimore city public schools. An excellent 
appointment. 



Somerset County. — Henry A. White, Esq., President of Somer- 
set County Board, in his excellent second annual Report, which we 
regret we have not space to print entire, says of the present school 
system as follows : — 

While my official connection with the present system, as a wliole, 
has convinced me that it is equal to that of any other State — it has not 
failed to convince me also, that it should be amended in many of its 
details. We would have the system amended, but not destroyed — 
amended by retaining its good features, and rejecting the bad — so 
amended, that it will possess all its present advantages, W'thout its 
disadvantages. Let this be done, from time to time, as experience may 
dictate, and in the process of time we shall have a system as perfect as 
human legislation can make it. 

Allegany County. — At the recent meeting of the county teacher's 
Institute or Association for this county abundant evidence was given 
that, as a class, the teachers of Allegany county are not second to those 
of any other county in the State, and that in the person of James M. 
SiiOBER Esq., they have an efficient and popular county Superintend- 
ent. We can add our testimony to that of others by saying that during 
our official intercourse we have ever found President Shober courteous, 
wide awake and fully absorbed in the business of his office and devoted 
to the educational interests of the county. 

Prince George's. — In upper ^Marlboro' a gentleman has presented 
to the Female Public School of that town a donation of upwards of a 
100 volumes of books, — -an example worthy of imitation. 



" Harpers' School and Family Slate Card. " — These cards 
conveniently attached to a slate, ingeniously ruled for the purpose, are 
valuable aids in helping the tyro to learn to write and draw, and should 
be generally introduced. 



"A Text Book of Ethics," for Union schools and Bible classes by 
Joseph Alden, D. D., LL. D — A. S. Barnes & Co. The importance of 
moral culture in schools cannot be over estimated, and this book will 
be a valued aid in this deparment. 




270 Maryland Educational Journal. 

Dialogue 

fijjy ETWEEN a friend of this Journal, and one of the many good 
jpj School men and pretended friends of a State Educational 
yZ^^ Journal who have stood aloof (instead of subscribing and 
i^^^ helping on) so that they might have to say in their prophetic 

Q^ vrisdom, '• Aha !" Talking of this Journal : 

A. — ''That editor is bound to cheat his subscribers." 

B. — " No. Zevely happens to be an honest man." 

A. — " If that be the case, and he is really honest, he is bound to go 
up the spout ; there is no alternative." 

The above is a true and veritable conversation that occurred some 
months since; and we would respectfully ask, if even the Journal were 
to suspend, (as above intimated) who would be the most cheated party? 
Certainly not those subscribers who have failed to pay their dues! 
Neither those who have not subscribed at all ! 

Many who called themselves good school men in Maryland, and who 
pretended to want to see a school journal published, acted towards this 
from the first as if it was bound to fail, and therefore they refused to 
help it along! instead of combining together in its support and thus' 
securing success. But this Journal is not dead yet — it "still lives," and 
Zevely does not expect to "cheat" anybody — he rather expects to be 
cheated I 



"Public Instruction." — We have'received a very w^ll and temper- 
ately written article from Bev. Samuel K. Stewart, President of the 
Worcester county school Board, in reply to the article under the above 
head in the November number signed "T. Lj" which we will publish as 
soon as we can find room for it — as it covers nine closely written page.« 
MSS. This is the only communication per contra received by us for 
publication, though we have received a few testj private notes on the 
subject, in very bad taste. 



"Elementary Arithmetic for the Slate," in which methods and 
rules are based upon principles established by induction, by John H. 
French, LL. D., is put out in the Harpers' usual attractive style — 220 
pps. The series consists of five books : First Lessons, Elementary, 
Mental, Common School, and Academic arithmetic. 



^ School and Family Monthly. 271 

An Oasis. — {The Dawn ?) — as reported to us by Robt. F. Dodson, 
Esq., Secretary, at a meeting of the Teachers' Association of the third 
School district of Anne Arundel county, in Anapalis, recently, a Reso- 
lution commendatory of this Journal was unanimously passed. We 
make our most profound salaam for this, and ask others to do likewise. 

JS^^'We also chronicle with pleasure the fact that latterly we have 
been cheered with other tokens of appreciation. 



"The best Paper in the World," is the title which certain pub- 
lications arrogate to themselves; but we opine that the question as to 
which is really "the best paper in the world" is still an open one — 
quite as much so as which is the icorst, though we have never yet seen 
any paper that was not worth its subscription price. 



"ScoTTs' Journal of useful Information for the People," is 
a beautifully printed pamphlet of 50 pages to be issued quarterly at 
$1 per annum. The first number is before us and is worth a quarter 
— containing a variety of valuable information. 



"The Rural West Virginian & Monthly Journal," is a six- 
teen page pamphlet to be issued at New Creek, W. Va., at $1 per 
annum by Messrs. Gosorn, devoted to the Educational and Agricultural 
interests of West Virginia. Success to it. 



Query. — Why was the resolution referring to the Maryland Educa- 
tional Journal passed at the late meeting of the School Commissioners 
in Baltimore suppressed in the published proceedings of that conven- 
tion ? 



Apparent — at Last ! — At the recent farewell meeting of the State 
School Commissioners in Baltimore, one thing was evidently apparent 
in the remarks made, that the present school system is not perfection, 
as has heretofore been assumed b? certain ones ! 



B@°°The irreducable school fund of the State of West Virginia is 
stated to be §175,000, and annually increasing — of which the interest 
alone can be used for school purposes. 



S^^'There is to be a college for freedmen at Harper's Ferry, West 
Virginia. 




272 Maryland Educational Journal. 

Dignity. 

IKE the doctors, preachers, and other professional men who 
carry canes — gold, silver or ivory-headed, or the plain shep- 
herd's crook, as they happen to have means or liberal 
friends — to add to their dignity^ the so-called Educational 
or School Journals of our land seem to stand much upon 
that scholastic dignity which is thought to comport best 
with a literary character. The consequence is, their contents are usually 
heavy, dry and uninteresting to the general reader; and consequently, 
also, they address themselves for patronage solely to teachers as such, 
who for the most part are so poorly paid that they cannot afford to pay 
for many such journals. This of course restricts their circulation, and 
every way cripples such publications. Whereas if they were to present 
a greater variety, by enlarging their views of " Education," it might be 
better not only for themselves, but also for the people, who would thus 
be induced to be informed upon matters now quite a sealed book to 
them : — the labors, difficulties, trials, disappointments, the joys and 
sorrows, the lights and shades of a teacher's life. 

As the world goes, many things highly useful to all must still be like 
pills, "sugar-coated" or gilded to induce the people to "take" them. 

There ought to be a closer bond of union and sympathy between 
parent and teacher, and the reading of such a journal would promote 
this. 

Three Hints about Schools. 

The appearance of a large school is astonishingly satisfactory if it be 
Tery still. Visitors praise the quiet school. But teachers know that 
folded arms compress the chest, and tip-toe steps are very awkward, and 
quiet idleness is stupid. Hence no teacher should allow himself to 
spend time and strength upon perfecting a faultless school. 

Examinations and public exhibitions redound very much to the credit 
of a school. They catch the eye and ear of a careless public. But 
every teacher knows their cost. They cost more than they come to, if 
the welfare of the scholar be the paramount consideration. 

The benefit which a scholar gains from study at school is of two 
kinds : — 1st, discipline and strength of mind, and 2nd, valuable prepa- 
ration for a life of labor. Thus algebra is much studied, but it gives 
no preparation for life or labor, because no one uses algebraic notation 
in any of the common labors of life. Not so with geometry. 



THE ECLECTIC MEDICAL JOIIML,, , 

of Pennsylvania, published monthly, contains forty-eight pages of original 
matter. Price $1 per annum. The contents are suited to the masses. Pre- 
niium engravings valued at $2 given to all subscribers. Specimen copie.i 
free. Please address JOHN BUCHANAN 

337 North 11th street, Philadelphia, Pa. 



ANNOUNCEMENT. 

After much delay and many disappointments, the Publishers are happy 
to announce that they are now able to furnish in their best style of manufac- 
tare, 



New Dlffsreitial aii IiitBiral Galciiliis. 

E'lital hy I. F. Qumhy. A. 31., L. L. D. 

Single copiea sent hi/ mail, prepaid, for cxaminalion, wilh reference /» 
i.itrodiictio/i, on receipt of $2- oO. 

A first snjiphf fianif'/ied for introdnctioyi, h>/ Express, freiffhi paid hy Uie 
'•■HrvkaHer, at $2.50, less Jive p/vr cent. cash. 

The design has been to prepare a Text Book adapted for use in the High 
Schools and Colleges of the country — 

TJiorouffh aiitt Coniprehtnsive in its t'ltaracter^ 

and while it does not cover the whole ground of this branch of Mathematics, 
yet so far as the subject is treated, it is 

PROORKHSIYK AKO COMPI^KT3S. 

and it is confidently believed that in literary and scientific merit the work will 
inore than justify the expectations of those who have waited long and patiently 
for it. 

The Keij to the above is in preparation, and will be ready in March, 1868. 

Address the publishers, 

Ivison, Phinney, Blakeman & Co., 

47 null 49 Grerne Slrfet, ^>V»r J'ovh. 



ilioMl Jomft 



Ih SCHOOL mo F^IVIILT MOMTIriLfi 

BY IJ. S. ZEVELY, liultimoie ; $ l.r»0 a Yeirr. 



The publisher of this Journal has concluded to make the '■ Family'' de- 
jutrtment more promineut, and its pages will hereafter be illustrated with 
fr-ngraviiigs. 

Several distinct departments will be maintained, and distinctly marked with 
sijf>arate headings : — one will be devoted strict]}' to School matters — another 
to Literature — another to the Fine Arts — another to the Fashions for the 
ladies — another to Fun and Fancy — another for the Little Folks — while also 
there will be an /'Jditoriul head for familiar chit chat with the reader, and to 
promote mutual acquaintance. 

|I^°"No publication of the kind now in Maryland or elsewhere. 

Now is the time to subscribe. Money remitted by mail at publisher's lisk. 

(ireat inducements to agents and liberal deduction to clubs. 

Original articles of an interesting character from prominent writers. 
. j8'#'°Specimen copies sent free to all who will act as agents. 



THE NORWICH SONG ROLL. 



PATENTED BY H. V, EDMOND. 



The Norwicii Song Roll is a recent invention, designed 
primarily to increase the interest and improve the singing 
in the Sabbath School ; it can, however, be used with equal 
advantage in the Day School and Lecture Room. 

By the Song Roll scholars are trained to sing in a posture 
most favorable for tlie voice, the eye« of all being concen- 
trated upon a common object. 

With the aid of the Stencil plates any hymn or song can 
be readily printed, so that a school can be fu)"nished with 
new pieces without the expense of ncAv books. 

The Roll itself is an ornament no less than a convenience 
wherever set up, and being on castors can be easily moved. 

PRICES — No. 1. Mammoth size, easily read at a distance 
of 90 or 100 feet, 10 feet high by 5 feet Avide, each $45. 

It includes 50 yards of paper 56 indies wide, a set of sten- 
cil plates with capital and small inch and a 1ialf letters, and 
two cups of colored paste, sponge & brush, with two hymns 
as starters. 

No. 2 — Common size, easily read at a distance of GO feet. 
Nine and a half feet high, by 4 feet 8 in. wide, each |35. - - 
This includes everything as above, with paper 48 inch wide, 
jmd Stencils one a quarter inch letters. 

No. 3 — Small size, for infant classes, 6 feet high by 3 ft. 
wide, each |25. This includes 25 yards paper of 30 inches, 
stencils of 1 inch letters and the rest as above. 

Boxing, each $1,50 to $2. Address 

AUG. 0. VAN LENNEP, 
General Agent, 54 Cedar street. New York. 

Cumherland, Md., Weekly Papers. 

Civilian and Telegraph, by AVm. H. Lowdermilk, $2 per 
annum — Republican. 

Cumberland Union, by Mattingly & Steiner, $2 per an- 
num — Republican . 

Democratic Alleganian, by W. E. Weber, $2 per annum 
— Conservative. 




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FOR SALE. 

A complete STEREOPTICOX, or Dissolving View 
apparatus, with gas fixtures, a variety of sliders, etc., 
all in good order and nearly new — will be sold cheap. 
Address the publisher of this Journal for particulars. 

A NEW BOOK ! —Everybody should read H. M. 
CRIDER'8 Hiimoroiis Poem on Schoolmasters. 8ent by 
mail, on receipt of 75 cents. Address 

Kephart, Crider & Bro., York, Pa. 

Are unsurpassed for Completeness, SimpUcity and Econointj. 

These School Eecords are the result of practical exi)eri- 
ence as a Teacher and Superintendent. They are specially 
designed for the use of Teachers who prefer to avoid the ex- 
pense and inconvenience of more than one hook, and yet 
desire to keep a complete record of each pupil. 

Universal Records for Pupils, 24 pages, style 1* % 08 

Universal Records for Pupils, 24 pages, style 2 10 

Universal Records for Teachers, 48 pgs folio thin sides I 00 
Universal Records do. 192 pgs foli*^, heavy sides 3 50 
Universal Records for Professors, 48 pgs folio thin sides 1 00 
Universal Records do. 192 pgs folio, heavy sides ?> 50 
Universal Records for Superintendents 144 p cap heavy 1 25 
Universal Records do. 288 p cap, cloth sides 2 2v5 

Universal Records for Examiners 48 p folio, heavy sides 1 75 
Universal Records for do. 48 pages folio cloth sides 2 50 

Blank Certificates of promotion per thousand 3 50 

Blank Reports to Parents , per thousand 3 50 

I'lank Reports to Superintendents, per liundred 2 25 

'"''Has si»aces for punctuality, attendance, deportment, and 
recitation. No. 2 has spaces for punctuality, attendance, 
deportment and five separate recitations. 
Anv of the above sent prepaid on receipt of retail price. 

HAMILTON S. McRAE, Muack, Ind. 
Or Ben Franklin Book and Printiug Co., Indianapolis. 
( )n receipt of t>5 cts I will send by mail ]n-epaid a specimen 
copy of either the teachers' (,>r ])rofessors" record><. n. s. m. 

THE^URAL QBiNi TLEMAN, 

A JOURNAL OF AGRICULTURE, HORTICULTURE, RURAL ECONOMY, ot.. 

I'uhlished on tlie First of each month, by J. B. Robinson ^- 

Co., No. 2. North Entaw street, Baltimore, Assisted by 

a. corps of able contributors. ^1 a year in advance. 



HARPER & BROTHERSj Publishers, New York City. 



The Objects aimed at in their Compilation. 

The leading objects aimed at in the i^reparation of the School and Family Series of Eeaders 
have been, 

1st. To prepare a Series that shall furnish all possible means which books can afford for cor- 
rect and successful instruction in the "art of reading," and, especially, for the formation of cor- 
rect HABITS of reading at the very beginning of the pupil's course. Connected with these objects, 
the plan of the lessons in the early Keaders involves, more than in any other series, the constant 
cultivation of the perceptive faculties, as being those which are first and prominently called into 
exercise in the Natural Order of Development. For the manner in which these important ends 
are sought to be attained in the early Keaders, see the following six pages. 

2d. To impart, as far as may be consistent with giving prominence to the rhetoric of reading, 
as great an amount and variety of interesting and useful information as possible. To this end 
the author has aimed to popularize, to the capacities of children, many of the Higher English 
Branches of study, especially the Natural Sciences and the Departments of Animal Life; and. 
in order to impart interest and give variety to these subjects, he has sought to throw around 
them all the charms which poetry, and vivid description, and incident, and anecdote, and the 
best illustrations can lend. 

This plan, which is fully carried out in the Higher Keaders, aims at 

Important Educational Results, 

far beyond the design of ordinary reading-books. We ask the attention of all who are interested 
in the subject of Popular Education — as all should be — to the following considerations : 

It is well known that it is utterly impossible to introduce at all, as subjects of study and reci- 
tation, into our Common or Public Schools, or, to any great extent, into our Academies and Sem- 
inaries, what are usually called the Higher English Branches of study, such as Human Physiolo- 
gy and Health, Ancient and Modern History, Natui'al Philosophy, and the various Departments 
of Natural History and Natural Science, including such subjects as Animal and Vegetable Life, 
Agricultural Chemistry, Physical Geogi-aphy, Geology, Astronomy, Moral and Intellectual Phi- 
losophy, etc. ; and yet all of these subjects contain many things of great utility which children 
can understand, and which they will be deeply intei"ested in, if presented in a proper manner. 
jiU of these subjects, indeed, treat of matters of every-day life which are constantly falling under 
tfic observation of children, such as their own bodies, their curious structure, and their conditions 
of health and disease ; the jDlants and flowers which they meet with by the way-side ; the pebbles 
which they gather from the brook ; the animals they see ; the birds to whose music they listen ; 
the insects whose curious forms and habits they notice ; even the stars which they gaze at with 
childish wonder ; the actions of their OAvn minds ; and the questions of right and duty which 
even children are daily discussing. Although it has long been customary to cloak all these com- 
mon things under the garb of " Science," and debar a knowledge of them from all but the favor- 
ed, liberally educated /ez«, yet these are the very subjects which all ought to have, and may easily 
have, some knowledge of: they are subjects which every intelligent parent who does his duty fre- 
quently talks about to his children, and some familiarity with which forms one of the marked dis- 
tinctions between the children of intelligent and those of ignorant families. 

If we would make our schools real nurseries of intelligence, we inust make them conform more 
to the chai-acter of intelligent families ; and if we would impart some knowledge of the subjects 
here referred to — if we would open their beauties and treasures to all the children in our schools 
and instruct the teachers in them also, and thereby incite to a more liberal and far more extend- 
ed mental culture, it must be done through the medium of the reading-hooks, which all use. 
There is no other possible way of attaining the object in view ; and if the reading-books can be 
made to subserve this end, while they fully answer their own legitimate purposes, they will pos- 
sess thereDy a double utility. Can any reading-books be made to seciire this two-fold object — a 
complete adaptation to reading purposes, and instruction ? Do Willson's Keaders accomplish the 
desired results ? That they do, the testimony which we offer in these pages seems to us full and 
satisfactory ; but if any additional testimony is required, send for our Educational Pamhpi,etS 
which contain numerous additional and far more extended notices and testimonials. 



JTarper'^s School and Family 



State Adoptions of Willson's Readers. 



The State of Indiana, 

by the action of her State Board of Edncation, officially 
adopted WiUson'a Headers iu Marcli, 1SG3. The Board 

^'"'■riie books and charts of the School and Family Series, 
by Marcius Willson, and published by liarper & Broth- 
el's, are decided improvements in the line of_ Educational 
Agencies. They are new in plan, and new iu the appli- 
cation of Natural Principles to the art of instruction ; and 
they differ widely from all other Charts and Readers in 
11S3 in our schools. But new though they are, they have 
been fairly and extensively tested in a large number of 
the best-conducted schools of the country mth highly sat- 
isfactory results. 

The lessons which the Readers contain are chosen with 
great discrimination and good taste, and they present a 
wide range and great variety of literary, scientific, and 
miscellaneous ma'tter. The several books of the series are 
not only appropriately graded and happily adapted to the 
progress of the pupil in the art of reading, but they intro- 
duce to him the Natural Sciences in so elementary and 
pleasing a way, that their principles, many of their details, 
and a tolerable knowledge of their application to the af- 
fairs of life, are acquired while learning to read. The 
wanner in which the whole is presented is as interesting 
as the matter is instructive and profitable. — Samuel L. 
RcGG, Superintendent of Public Instrriction and Presi- 
dent of the Board. 

From Hon. G. "W. Hoss, iyrexent State Superintendent 
of Public Instniclion, Indiana. 
AVillson's Readers are remarkable books. They raisea 
most important educational problem, namely, Can skill in 
reading and knowledge in the physical sciences be suc- 
cassfuUy acquired at the same timt> ? If pi'actico sliall 
answer this affirmatively, these books, iu my judgment, 
stand without a rival. 



The State of Kansas 

cfiicially adopted Willson's Reai'ers in May, 1S62. 

From the first subsequent Report of the State Superin- 
tendent, Hon. Isaac T. Goodnow, M-e extract the following : 

Willson's Readers have been substituted for M'Guffey's. 
This is a change eminentl3' fit to be made. The series 
stands head and shoulders above all others. To examine 
these Readers is to be convinced. 

While they possess all the excellences of other Readers, 
they contain, in the most attractive form, a synopsis of 
Literature and Science, illustrated in Harper's best style 
•with beautiful engravings, which present to the eye, on the 
Object System, the subjects of the lessons. The Natural 
Sciences, divested of technicalities, enlivened by incident 
and anecdote, and adorned by poetic selections, are liere 
presented in a new and attractive light. 

From the Seco7ul Rejiort of Mr. Goodmow. 

Never has a change met with a more hearty approval. 
A Spartan king, when asked what a child should be taught, 
answered, " What he needs to know when he becomes a 
man." Willson's Readers are an embodiment of this idea. 
Considering the amount of reading-matter, illustrations, 
paper, and style of binding, they are the cheapest Readers 
e.vtant. 



The State of California 

also adopted Willson's Readers in 1SG3. 

Extract from the jntblished Report o/IIon. John Swett, 

Superintendent of Public Instruction for the State of 

California., lS6i. 

Willson's Readers, Chakts, and Spellers. 
No other books adopted are destined to work so radical 
a change for the better, in methods of instruction, as Will- 
eon's Readers. They are in reality a series of elementary 
books on Object Teaching or on Common Things. No oth- 
er books were ever hailed by children with such delight. 
They fill a great want hitherto existing in our public- 
school education. While our scholars have been crammed 
to repletion with rules of arithmetic, rules for parsing, and 
lists of names in geography, the whole natural world has 
been to them comparatively a sealed volume. They have 
gone from school ignorant of physiology and hygiene ; ig- 
norant of botany; ignorant of the wonders of the vegeta- 
ble world ; ignorant of the animals by which they are 
"uiTonnded ; ignorant of birds, fishes, minerals — mere ba- 
bies, in fact, in all which it concerns them most to know. 
onUga f'lcnUip.j. rmhrarin.'T sensation, nercen- 



tion, attention, and observation, have never been system- 
atically trained. The expressive faculties, comprising 
feeling, affection, emotion, passion, imagination, fancy, 
association, imitation, and description, have been left to 
their own unaided development, or sutfered to remain ut- 
terly dormant. The reiiective faculties, whose proper 
sphere it is to be called into play when facts have boLU ac- 
cumulated by other faculties, have been ridden to death 
on the hobby of arithmetic, as if children were only cal- 
culating machines, and were capable of comprehending 
only mathematical abstractions. Willson's Readers con- 
tain tlie elements of Natural History, Natural Philosophy, 
Physiology and Hygiene, Chemistry and Slineralogy; 
birds, beasts, flowers, insects, reptiles, minerals, aud veg- 
etables are talked about in a familiar way; and all hand- 
somely illustrated. They arc., in mi/ opinio7}, the most 
valuable books that can be placed in the hands of our 
school-children. The illustrations in the Readers are ex- 
quisite. No other school-books have ever been published 
which can compare with them in this respect. Veiy few 
of the larger and more costly scientific books arc so fully 
and elegantly illustrated. An objection has been urged 
by some martinets in elocution that they contain ton few 
declamatory and rhetorical selections. It is one of the 
chief merits of the books that the stereotype speeches and 
st.igo extracts which have gained a residence in all School 
Readers since the days of the old " English Reader" have 
been superseded by sensible reading, capable of being un- 
derstood by children. 

From the more recent Report o/Mr. S\\tltt, aspvUlished 
in the California Teacher of Jamiari)., 1S65. 
Willson's Readers and Spellers have stood the test of 
the school-room, and have exceeded the most sanguine ex- 
pectations of those who favored their adoption. A great 
majority of the teachers are fully satisfied that Willson's 
Readers make a new era iu common-school instruction. 
By the children, whose keen perceptions, unbiased by 
prejudices, often lead to the veiy best conclusions, these 
Readers have been hailed with universal delight. 

The State Board of Education of California have re- 
cently READOPinm ir;7?.s-o)i's Readers for a period of four 
years from Dec. S, 1SG6. 



The State of Maryland 

adopted Willson's Readers in 1SC5. 

Fi-om Hon. L. Van Eokkelen, State Superintendent of 
Public Instruction., Maryland. 

During my visits to schools, and in conference with 
School Commissioners, I have carefully inquired concern- 
ing these Readere, and find them acceptable both to teach- 
ers, parents, and pupils. 

My apprehension lest they should prove better adapted 
for teaching Natural History than for elocutionaiy read- 
ing has been removed, and it gives me pleasure to say 
that I am convinced that, while making good elocution- 
ists, valuable information is imparted to the children by 
the use of this Series. 

The larger proportion of Public School pupils do not at- 
tend long enough to pursue the several branches of Nat- 
ural Science as "distinct subjects of study. To such Will- 
son's Readei-s are invaluable, and help to develop the in- 
telligence of our children to a degree not only gratifying, 
but astonishing. Reading-lessons are now among the 
most interesting and instructive school exercises. Under 
the guidance of a qualified teacher, they become suggestive 
of topics of thought and discussion which furnish themes 
for conversation at home as well as at school. 

The Readers are extensively used in the families of the 
state, having a charm for mature minds, recalling most 
pleasantly interesting facts and principles. 

By the addition of the Third and Fourth Intermediate, 
sufficient emotional reading is supplied to satisfy those 
who desire an increased number of such exercises. 

I most cheerfully recommend the Willson's Series not 
only for public and private schools, but for use in every 
family. 

Utah 

adopted AVillsoa's Readers in 1S64. 



The State of Nevada 

adoDtcd Willson's Readers in ISGG. 



SUCCESS OF WILLSON'S READERS. 



TESTIMONY FROM MARYLAND. 



OCTOBEE, 1867. 



Willson's Headers were adopted by the State 
Board of Maryland in 180^. The following cor- 
respondence with the State Superintendent of 
rublic Instruction of Maryland and the super- 
intendent of schools in Baltimore City shows 
conclusively that they have proved a complete 
success : 
Letter from Haepee & Beothees to Eev. L. Van Bok- 

KELBS, D.D. 

" October 10, 18GT. 
" Rev. L. Van Bokkelen, State Superintendent : 

"Deae Sie, — We have had our attention called to a 
circular headed ' Willson's Readers a failure — tried and 
found wanting,' purporting to represent the result of 
their use in your state since their adoption by the State 
Board of Education. 

"May we ask whether you have on file in your office any 
expression from the school trustees or the teachers of the 
state that would indicate their opinion of said Readers ? 
If so, we would consider it a great favor to receive copies 
of the same, or their purport, as we can not believe that 
they will justify any such circular as the one referred to. 

"An early answer will oblige Yours truly, 

Haepee & Beotuees." 

To which Superintendent Van Bokkelen re- 
plies as follows : 

^^ Slate of Maryland, Dept. of Public Instniction,\ 
SiqierintemlenCs OJjice, Baltimore^ Oct. 1867. / 
"Messrs. Haepee <fe Beos. : 

" Deae Sies, — I have your communication informing me 
that your attention has been called to a circular headed 
'Willson's Readers a failure— tried and found wanting," 
purporting to represent the result of their use in the pub- 
lic schools of Maryland since their adoption by the State 
Board of Education. 

" You ask whether there is on file in this office any ex- 
pression from school trustees or others that would indi- 
cate their opinion of said Readers. 

" In reply, I have the pleasure to refer you to the follow- 
ing extracts from letters received of the county superin- 
tendents of public schools, and from the superintendent 
of the public schools of the city of Baltimore. 
" Very respectfully yours, 

" L. Van Bokkelen. 

"P. S. — I send expressions from Baltimore, Calvert, 
Carroll, Howard, Kent, Prince George, Queen Anne, Som- 
erset, Talbot, Washington, Worcester, Harford, Frederick, 
Montgomery, Cecil, and St. Mary counties. 

" From Anne Arundel I will have no response. Dr. An- 
gpach, the superintendent, died lately, and Mr. Thompson, 
his successor, has had no opportunity to judge. 

" I will have letters from the other five counties goon." 



From J. N, M'Jilton, D.D., Superintendent of 
Baltimore City Schools. 
"The change from Willson's to M'Guffey's 
Readers did material damage to our schools. 
Of this I have most positive evidence in the re- 
sult of the last annual examination of the gram- 
mar-schools. So far from making progress in 
their reading, the classes have deteriorated in a 
considerable degree." 



From J. N. Cueist, Superintendent of Carroll County, 
Maryland. 
" After using at different times most of the prominent 
series of Reading Books, I have no hesitation in saying 
that I consider Willson's Readers better adapted to the 
requirements of our Public Schools than any other I have 
ever used. They are now receiving the unqualified ap- 
proval of eveiy teacher in the county." 

From J. W. Thompson, Superintendent of Queen Anne 
County. 
"As to the acceptability of Willson's Readers, I can 
say that they have been universally approved by our 
teachers. In my judgment they are all we want as Read- 
ers. They not only contain every variety of reading, and 
rules as to the proper manner of teaching it, but there is 
so much instruction contained in them that they are very 
interesting to the pupils. They are aL?o much ased by 
the members of the famUy who are too old to go to school, 
as amusing and instructive reading." 

From Thomas A. Boclt, Superintendent of Washington 
County. 

"I consider Willson's Series of Readers superior to 
others, because they are arranged according to the ' Ob- 
ject Lesson' theoiy, and the Primary Readers are thus 
better adapted both to teachers and pupils. To the child 
with ordinary capacity it is a pleasure to learn to read in 
them. 

" The higher numbers are preferable to those of other 
series on account of the vast fund of general information 
in the natural sciences that they contain, and of which 
very many pupils would remain totally ignorant through 
life did they not obtain it from these Readers at school. 

" By a proper use of this series the reader learns to 
read correctly and understandingly, and escapes con- 
tracting that monotonous drawl so common to school- 
boys. We have been using this series of Readers in our 
county with marked success." 

From II. A.White, Superintendent of Somerset County. 
"Willson's Readers have given very general satisfac- 
tion in our county, and have proved eminently success- 
ful in our Public Schools. The First and Second Readers 
have elicited special commendation from our teachers as 
being the best for young beginners they have yet seen." 

From HowAED Meeks, Superintendent of Kent County. 

" I believe the main objects of any series of books of 
this kind are better attained in Willson's than in any 
other of which I have any knowledge. 

" These objects are to make good readers and to im- 
part useful information. The first is sought to be accom- 
plished in the first numbers of the series and in the ear- 
liest stages of the child's progi-ess, while the latter is cer- 
tainly gained in the higher numbers. 

"I have used M'Guflfey's, and was always impressed 
with the lack of suitable exercises for beginners." 

From Saml. A. Haeeison, Superintendent of Talbot 
County. 

" I have heard no complaints from the teachers of the 
Willson's Readers, which are now in general use in our 
county. Those lowest in the series are most commonly 
in the hands of our children, and we are using them ad- 
vantageously. 

" The beauty of Willson's Readers is not equaled by 
any school books with which I am acquainted, and the 
material qualities of whiteness of paper, clearness of 
typography, and elegance of illustration are not to be 
lightly esteemed." 



/Sicccess of WiUso7i's Headers. 



From S. K. Dashiell, Superintendent of Howard County. 
" Willson's Series of Headers, now in use in the schools 
of the state, are very acceptable to the patrons of the 
schools in this county. They are approved by the teach- 
ers and interesting to the pupils — much more so than 
M'Guffey's would be. As a practical teacher of twenty- 
one years' standing, I decidedly approve of these books." 

From E. C. M'Gnra, Superintendent of Baltimore 
County. 

" The Readers of Willson's Series have been in use in 
the public schools of Baltimore County for the last two 
years. 

"The teachers have almost unanimously expressed 
themselves as well satisfied with these Readers, believing 
that in variety of matter, in methodical an-angemeut, and 
in general adaptation to the wants of the scholars, they 
are equal to any text-book now in use." 

From Saml. K. Stewakt, Superintendent of Worcester 
County. 

"I think Willson's Readers admirably adapted for use 
in scliools. I am confident that they have proved so in 
our county. 

"They begin with those simple sentences which the 
child just learning the sounds of the letters may readily 
read, while they are at the same time such as will inter- 
est liim. Advancing gradually, they tend to make the 
pupils thorough in the correct principles and rules of read- 
ing. 

"Another advantage of these Readers is the valuable 
information imparted by the reading exercises of the ad- I 
vanced numbers. 

"I think "SYiUson's superior to all others that I have 
seen." 

From JouN H. Batne, Superintendent of Prince George 
Cou7ity. 
" I decidedly prefer Willson's Series of Readers to any I 
have seen. I think it may be said that the series is uni- 
versally acceptable to the teachers and useful to the pu- 
pils." 

From John R. Qctnan, Siqyerintendcnt of Calvert 
County. 

" I have no hesitation in saying that, whether we re- 
gard the typographical execution and beauty of illustra- 
tration, the variety and interesting character of their 
contents, or their practical utility as text-hooks in the art 
of reading, they surpass any readers that I have ever ex- 
amined or seen employed in this county. 

"In this opinion I am sustained by the experience of 
all our teachers, who have frequently declared to me that 
their best and most tiatural readers are their younger pu- 
pils, whose instruction has been confined to Willson's Se- 
ries." 

F7vm Rev. T. S. C. Smith, Superintemlent of Harford 
County. 
" It is not enough to say simply I am pleased with Will- 
son's Readers, but I am free to give as my opinion that 
they have few equals. Teachers whose opinions are worth 
more than mine say they have used them with better suc- 
cess than any other series. I have made special inquiry 
of well-educated and successful teachers in reference to 
books generally, and no one has yet failed to praise 
' Willson's Readers.' " 

From W. H. Fabquhae, Superintendent of Montgomery 
County. 

" In regard to Willson's Series of Readers, I answer that, 
measured by the test of the school-room, their value stands 
unquestionably high. They have given more satisfaction 
to the patrons than any of our books. Patrons seem to 
think that their children are getting something of value 
in the mass of knowledge therein contained. We have 
never been able to keep the schools sufficiently supplied 
with the Readers." 



From Dr. L. H. Steihek, Sxiperintendent of Frederick 
County. 

"You ask the comparative merits of Willson's and 
M'Guffey's Readers. This question is startling, quite as 
startling as though asked to give an opinion on Pike's 
Arithmetic as compared with Davies's, Greenleafs, or 
Robinson's. I had looked upon M'Guffey's books as so 
utterly dead that no one ever thought of their introduc- 
tion at the present day. When Readers were carelessly 
compiled, imperfectly illustrated, and badly printed on in- 
ferior paper, then M'Guffey's had some right to be consid- 
ered not as bad as their competitors for public favor ; they 
never could be called good. 

" We have used Willson's First and Second Reader in 
our schools with very great satisfaction to the teacher and 
scholar. The scholars are very much pleased with the 
Readers, and their progress is as great as could be expected. 

" The Third Reader is quite well adapted as a successor 
to the Second. We do not use the Fourth and Fifth." 

From Rev. Dr. James Bunting, Superintendent of St. 

Mary^s County. 
"We have used the Willson's Series of Readers with 
great acceptability to the teachers and advantage to the 
pupUs." 

From F. A. Ellis, Esq., Superintendent of Cecil County 
Schools. 

" With regard to Willson's Readers, I feel well assured I 
speak the sentiments of a large majority of the teachers 
of this county when I lay that they are preferred to any 
other series heretofore used. 

" With reference to a comparison between the Willson 
and M'Gufifey series, I have inquired of Mr. Newman, one 
of our very best teachers. His reply was that he greatly 
preferred Willson's Readers. He regards them, especially 
the lower numbers, as the best he has ever seen." 



FARTIIEE FROM BALTIMORE. 
Dr. M'Jilton further writes, in reply to a let- 
ter sent October 10th, of the same character as 
the one addressed to Dr. Van Bokkelen on the 
same day and copied above, as follows : 

Office City Superintendent Public Instruction., \ 
Baltimore, October 13th, 1867. j 

" Messrs. H.\KrEK & Brothers : 

" Yours of the 10th has been received. In reply I have 
to state that my examinations of our schools have proved 
that Willson's Readers, so far from being a failure, are a 
decided success. We never had as perfect reading in our 
schools as has been produced by AYillson's Series. The 
Readers have been tried, but they have not been found 
wanting. 

" I was accompanied in my visits to the schools by the 
chairman ot the joint committee of education of the two 
branches of the City Council. His testimony corresponds 
with my own. In their grades the Readers are well adapt- 
ed to the classes in wliich they are used. With but little 
assistance from the teacher, they enable the pupils to feel 
their progress, and thus they encourage their advancement. 
"In regard to the evidence given by our teachers in favor 
of another and much lower series, it is not unlikely that 
it was procured by interested agents as a matter of per- 
sonal favor. Signatures are frequently obtained in this 
way, while those who give them are not informed of the 
use that is to be made of them. Respectfully, 

"J. N. M'Jilton, 
" Superintendent of Public Instruction." 
"As a personal witness of the examinations referred to 
in the above, I am obliged to state that my experience 
fully accords with that of the superintendent. 

"Samuel A. Ewalt, 
"Chairman of the Joint Committee of Education of 
the First and Second Branches of the City Council 
of Baltimore." 



Willson's Readers a Success. 

WHAT NEW YORK CITY SAYS ABOUT THEM AS COMPARED 

WITH OTHERS. 

The School System of New York City presents peculiar advaniagfes for testing- the 
comparative merits of Hcading--Books, inasmuch as the Teacher is allowed to select 
from nine dififerent series, and the Superintendents annually examine every class, 
and mark its comparative degciency. Teachers, therefore, select the Books with 
x^s^hich they can produce the best results; and as their professional reputation 
'would suffer by comparative failure, none can a^ord to use an inferior Book as a 
favor to Publisher or Agent. 

Willson's Readers were adopted for use in Public Schools of New York 
City in November, 1860. That they surpass all other series in the amount of 
valuable information imiDarted is conceded by all teachers ; and we have here- 
tofore published a large amount of testimony from those who are using the 
books, to show that they are not excelled by any other series as manuals for 
Elocutionary Reading. We here present the testimony of the New York City 
Superintendents on this point, as deduced from an experience of more than four 
years in the use of Willson's Readers. 

The Board of Education employ a corps of competent Superintendents, 
whose duty it is to decide upon the qualifications of Teachers, to issue to them 
certificates or licenses, and to keep themselves and the Board thoroughly 
acquainted with the results of the labors of these Teachers. 

Hon. S. S. Randall has held the position of City Superintendent since 
June, 1854. He has associated with him Messrs. Heney Kiddle and William 
Jones as Assistant Superintendents, the former since May, 1856, and the latter 
since December, 1856. 

The following question was submitted to these gentlemen in April, 1865 : 
" In the examination of the schools under your superintendence, in which 
there are so many series of Readers in use, have you discovered any compara- 
tive deficiency in Elocutionary Heading in those schools or classes where 
Willson's Readers are used ?" 

To which they respectively responded as follows : 

Superintendent Randall, under date of April 26, 1865, says: 
" In reply to your inquiry, I have to state that in the examination of the 
schools under my charge, among the great variety of Readers in use, I have 
never discovered any comparative deficiency in elocutionary reading iti those 
schools or classes where Willson''s Headers are used.'^'' 

Mr. Kiddle, under date of April 22, 1865 : 

" I would state that the undersigned has not noticed any comparative de- 
ficiency in elocution or reading in the numerous classes which are now instructed 
by means of the Readers to which you refer. On the contrary, I have uni- 
formly found these classes as expert and proficient in the art as any I am re- 
quired to examine." 

Mr. Jones, April 24, 1865, says : 

" I have examined Mr. Kiddle's testimony as given above. My experience' 
entirely corresponds with his." 

During- the year 1866 the Teachers called for 20,800 volumes of Willson's Series, 
and only 8092 volumes of IWcGuffey's, although the latter were on the list at least 
ten years before Willson's were published (1860). 



Harper's School and Family Series of 



The following liave recently been received from Principals of the Public 
Schools of New York City : 

reading of our scholars. In this respect the 
classes in my school using these Eeaders com- 
pare favorably with those using the Headers of 
any other series. 



From Thomas Hunter, Principal of Ward 
School No. 35, Mai/ 11, 1865. 
I have used Willson's Fourth Eeader for some 
time in a class of second grade, and am happy 
to state that the teacher, the scholars, and the 
parents are highly delighted with it. 

The teacher prefers it because it allows that 
necessary alternation from elocutionary to scien- 
tific reading-matter which assists materially in 
correcting the "sing-song" style of enunciation 
into which beginners are so liable to fall. 

The scholars are pleased with their "new 
Eeader" because it contains interesting matter 
illustrated by handsome pictures. In fact, I 
have found them reading this book during their 
recess. 

The parents like it because it is full of that 
useful information the reading of which has a 
tendency to create and foster a taste for scien- 
tific knowledge. 

In connection with the above I would state, 
that in the acquisition of science, and in the 
practical affairs of life, the kind of reading mat- 
ter in Willson's Eeaders becomes the most use- 
ful and necessary, and is the very reading in 
which most persons are deficient. Twenty in- 
dividuals can read Shakspeare or Milton for ev- 
ery one who can read a common work on Chem- 
istry or Natural Philosophy. And yet there is 
abundance of elocutionary matter in Willson^s 
Readers. 

From Claka M. Edmo>T>S, Principal of Gram- 
mar School No. 33. 
I have used Willson's Second and Third 
Eeaders in my school during the past three 
years, and agree with the above in every re- 
spect. 

From Mart A. Simms, Prin. of Fern. Dept. of 
Grammar School No. 11. 

I have used Willson's Third Eeader in my 
school for the last two years, and take great 
pleasure in endorsing the foregoing. 

From J. Elias Whitehead, Prin. of Gi-ammar 
School No. 38, 3Imj 30, 1865. 

We have used Willson's Eeaders in three 
classes of this school, and bear willing testi- 
mony to their excellencies as reading-books. 

I am free to say that they contain a great 
amount of useful information not generally found 
in reading -books, and that they have devel- 
oped, to a very great extent, the elocutionary 



From Mart A. Downs, Prin. of Fein. Dept. 
of Grammar School No. 38. 
Having used the books in this Department, 
I can heartily endorse the above. Mart A. 
Downs. 

From N. P. Beers, Prin. of Grammar School 
No. 15, Maij 20, 1865. 

The classes in which Willson's Eeaders are 
used in my school compare most favorably, as 
regards style and elocution, with those classes 
using other Eeaders. 

I have been induced, after two years' trial 
of Willson's Third Eeader, to introduce his 
Fourth Eeader ; and I am confident the pupils 
will exhibit no falling off in the style of their 
reading, while at the same time they are becom- 
ing familiar with some of the most important 
facts of physical science. 

From A. F. Gallagher, Prin. of Grammar 
School No. 31, May, 1865. 

I have used, and continue to use, Willson's 
Fourth and Fifth Eeaders, and consider them 
worthy of general adoption in our Public 
Schools. 

From Alon. Hopper, Prin. of Grammar School 
No. 11, May 17, 1865. 

I am now using in this school Nos. 3 and 5 
of Willson's Eeaders. In so far as they contain 
scientific subject-matter they are the best read- 
ing-books, on the best jilan, that I have ever 
seen. 

The educational demands of this age are sci- 
entific, and these books meet the wants of our 
time fully in this respect. They are compiled 
on the infallibly true principle of popular edu- 
cation — that the most appropriate branches of 
study are those which fill the mind with useful 
facts while they fully develop the thinking fac- 
ulty. Willson's Eeaders present the facts in 
such a manner that they are easily understood, 
and so that they will be interesting to the pupil 
in spite of the stupidity or indifference of an in- 
competent teacher. What a child can under- 
stand he can be taught to read with spirit and 
correctness ; what he can not understand he 
may be taught to repeat, but not to i-ead. 



Standard Text-Boohs. 



The miscellaneous lessons are well chosen, 
and aiFord abundant material for the cultivation 
of rhetorical and elocutionary reading. With 
these hooks an energetic, intelligent, and con- 
scientious teacher can make as spirited, stylish, 
and "beautiful" readers as with any other books 
that I know of; and, what is a higher and bet- 
ter result, they will be something more than 
' ' readers" when it is done. 

From John W. Botce, Prin. of Grammar School 
No. 37, May 19, 1865. 

I have used Willson's Headers in the different 
classes in my school with the most gratifying 
results. 

The beautiful pictures, scientific illustrations, 
pleasant stories, and agreeable anecdotes, with 
which the whole series abounds, commend them 
alike to parents and pupils. They are, in my 
opinion, the only series of Readers I have seen 
possessing originality enough to redeem them 
from oblivion. 

From H. A. Duncan, Prin. Fern. Dep. Grammar 
School No. 37. 

I have used Willson's Fourth and Fifth Read- 
ers in classes with entire satisfaction. 

From Stl. G. Penfield, Prin. of Grammar 
School No. 8, Ma2/ 17, 1865. 

I have used Willson's Third and Fourth Read- 
ers in my school for the past four years. I am 
pleased to say that the scholars, while acquiring 
the very valuable scientific information contain- 
ed in them, have also shown great improvement 
in reading and elocution. 

At the successive examinations made by the 
City Superintendent and his Assistants, the class- 
es using Willson's Readers have exhibited as 
great proficiency in elocutionary reading as those 
using any other Readers. 

I am satisfied that whenever fairly tested Will- 
son's Readers will always prove a success. 

From Arthur Mdrpht, P)-in. of Grammar 
School No. 16, Maij 19, 1865. 

Willson's Readers have been used in this 
school for nearly two years, with more than or- 
dinary success. In the amusement and instruc- 
tion afforded to children no other series can 
compare with them. 

I have used nearly all the prominent " Read- 
ers" now in tlae market, and have had at least 
as good success in teaching elocution with Will- 
son's Readers as with the books of any other 
compiler. The best reading-class in this school 
was trained in Willson's Fourth Reader. 



From La Fayette Olnet, Prin. of Grammar 
School No. 14, May 17, 1865. 

Willson's Third Reader has been used as a 
text-book in one of the classes of the school un- 
der my charge. 

Such is the interesting character of the mat- 
ter it contains, and the variety of reading it em- 
braces, that it attracts and secures the attention 
of the pupils, and produces the most satisfactory 
results. 

As a proof of this, and as an evidence of the 
merit of the book, I deem it justly due to state 
that this class showed a greater proficiency than 
any other class in the Department in Reading, 
Spelling, and Definitions, and obtained the high- 
est mark in the same at the recent examination 
by the Assistant Superintendent. 

From H. Willia-mson, Prin. of Male Dep. of 
Grammar School No. 53, May 26, 1865. 

Willson's Third Reader has been used for the 
last twelve months in one class of this Depart- 
ment, and with results so very satisfactory that 
I shall introduce the other numbers of the series 
as soon as practicable. 

At our recent annual examination the class 
in which it was used excelled in reading. 

The introduction of historic and scientific 
matter, with illustrations, is a distinctive feat- 
ure in Willson's Readers, and one which makes 
them particularly attractive and interesting to 
the pupil, and which must commend them to 
the intelligent teacher. 

I am of the opinion that the reading-books 
heretofore in general use contained too much 
oratorical matter, to the exclusion of that which 
is didactic and instructive. 

From John D. Robinson, Prin. of Grammar 
School No. 17, May 18, 1865. 

It gives me great pleasure, after using Will- 
son's Third Reader in my school for several 
months, to testify to its excellence. 

Its fine selections of interesting and instruct- 
ive reading matter, and the variety of style, 
render it a valuable auxiliary to the teacher in 
making good readers. I cheerfully commend it 
to my fellow-teachers. 

From G. B. Hendrickson, Vice-Pnn. of Gram- 
mar School No. 8, and late Hector of St. John's 
School, Trinity CJiurch, N. Y., June 2, 1865. 

I have used Willson's Series with the most 
gratifying success. Elocutionary reading is a 
specialty in my school ; and for making natu- 
ral, fluent, correct, and accomplished readers, I 
prefer Willson's to any other reading-books ex- 



Harper's School and Family Series of Standard Text-Boohs. 



tant. While the early books are very happy in 
their adaptation to the wants of beginners, the 
"miscellaneous" selections throughout the whole 
series exhibit so much taste and judgment, are 
so versatile and comprehensive, and at the same 
time have so much point, that nothing better 
can be desired for reading purposes. Of the 
" elocutionary parts" in the several books there 
is just enough, and not too much. Most of the 
Eeaders formerly in use here were filled with 
a vast amount of fragmentary matter, not one 
quarter of which was ever used by any teacher of 
my acquaintance for the purpose oi finished drill. 
Of the scientific portions embraced in the 
higher numbers of the series I can speak only 
in terms of the highest praise. Indeed, the use 
of these Eeaders has awakened in my pupils 
such an enthusiasm for the different branches 
of Natural Science that the Trustees of the 
school have kindly given me permission to take 



my boys on a scientific excursion once a month, 
for the purpose of obtaining Botanical, Geolog- 
ical, and other specimens for our cabinet of 
Natural History. It is most gratifying to me 
to witness not only the pleasure the pupils take 
in these excursions, but the eagerness with 
which they study the leaves, flowers, pebbles, 
shells, fossils, &c., which fiiU under their no- 
tice, and the very considerable knowledge they 
have already acquired of some of the branches 
of Natural Science. Simple justice obliges me 
to say that it is the use of Willson's Keadera 
alone that has made these excursions either 
profitable or possible. 

In conclusion I would say, that a fair and 
full trial of Willson's Series has convinced me 
that by their use my pupils will become not only 
far more intelligent, but better readers also, than 
by the use of any other series with which I am 
acquainted. 



Additional Testimony from New York City. 



You have happily supplied just what we want 
in all our public and private schools, and in ev- 
ery family — sensible, interesting, beautiful, and, 
at the same time, highly instructive and pro- 
gressive Eeaders. You have succeeded most 
admirably in presenting the truths of Natural 
History and Physical Science in a manner so 
plain, simple, and attractive that the young stu- 
dent can as easily comprehend them as the ad- 
vanced scholar. — H. M. Pierce, Prin. of Rut- 
gers Institute, New York City. 

In my estimation no school-books of the kind 
have ever before been given to the American pub- 
lic that can compare with them, either in typo- 
gi'aphical execution and artistic skill, method- 
ical arrangement, simplicity and pmity of style, 
or clearness of explanation. A correct style 
of reading is secured, and throughout the inter- 
esting and the beautiful are happily blended. — 
Prof. DocHAETT, New York Free Academy. 

While these books systematically and truth- 
fully develop and apply the essential principles 
of good reading, they contain a diversified fund 
of the most useful knowledge, presented in style 
and dress so attractive as irresistibly to win and 
captivate the young. 

Though notices of school-books are too often 
written without serious thought or due care for 



results, I have yet to see an overwrought com- 
mendation of this series, or one that equals my 
conception of their merits. — Eev. D. C. Van 
Norman, LL.D., Prin. of the Van Norman In- 
stitute, New York City. 

An intelligent community will appreciate their 
value ; but their reforming, moral, and purify- 
ing influence is their crowning excellence, which 
commends them to the heart and conscience of 
every one. — Solomon Jennek, Prin. of Hemy 
Street School. 

The use of the complete series of Willson's 
Eeaders, faithfully, according to the plan of the 
author, can hardly fail to give the pupils an 
amount of useful knowledge and intellectual 
and moral cultivation which has never been ex- 
pected, much less realized, from a series of 
reading-books. They are the more acceptable 
to me because I have always been of the opinion 
that our Common School education is weakest 
in those points in which these books are stron- 
gest — that is, the elementaiy, scientific knowl- 
edge of objects and their characteristic qualities 
• — those objects which pass imder the observa- 
tion of children in their daily labors, studies, 
and amusements. — Hon. Erastus C. Bene- 
dict, Member of the Com. on Text-hooks of the 
New York City Public Schools. 



PUBLISHED BY HAEPER & BROTHEKS, FEANKLIN SQUAKE, NEW YOSK 



Headers^ Spelters, and Primer. 



Testimonials as to the Elocutionary Merits of Willson's Readers. 

The objection is frequently raised by those not familiar with the books of this Series that thev 
do not contain sufficient material for the cultivation of elocutionary reading. To proA^e that this 
supposition is erroneous, we subjoin the following testimony : 



From, the Report of Mr. Swett, as published in the Cali- 
fornia Teacher of January^ 1S65. 
TVillson's Eeaders and Spellers have stood the test of 
the school-room, and have exceeded the mo.^t sanguine 
expectations of those who favored their adoption. 

From Samttel L. Eugg, Superintendent of Public In- 
struction in Indiana and President of the Board. 
The several hooks of the Series are not only appropri- 
ately graded and happily adapted to the progress of the 
p-.ipil in the art of reading, but they introduce to him the 
Natural Sciences in so etementary and pleasing a way 
that their principles, many of their details, and a tolera- 
ble knowledge of their application to the affairs of life, are 
acquired while learning to read. The manner in which 
the whole is presented is as interesting as the matter is 
instructive and profitable. 

From the Second Reijort of Siipt. Goodnow, Kansas. 

Never has a change met with a more hearty approval. 
A Spartan king, when asked what a child should be taught, 
answered, '■• What he needs to know wlien he becomes a 
man." Willson's Readers are an embodiment of this idea. 
Considering the amount of reading-matter, illustrations, 
paper, and style of binding, they are the cheapest Readers 
extant. 

From Hon. L. Van Bokkelen, Slate Superintendent of 
Public Instruction-, Maryland. 
My apprehension lest they should prove better adapted 
for teaching Natural History than for elocutionary read- 
ing has been removed, and it gives me pleasure to say 
that I am convinced that, while making good elocution- 
ists, valuable information is imparted tc/ the children by 
the use of this Series. 

Willson's Readers were adapted for use in the Public 
Schools of New York City in November, ISGO. 

The school system of New York City presents peculiar 
advantages for testing the comparative merits of Read- 
ing-Books, inasmuch as the teacher is allowed to select 
from nine different series, and the Superintendents annu- 
ally examine every class, and mark its comparative de- 
ficiency. 

The following question was submitted to the Superin- 
tendents : 

" In the examination of the schools under your super- 
intendence, in which there are so many series of Readers 
in use, have you discovered any comparative deficiency 
in elocutionary reading in those schools or classes where 
Willson's Readers are used?" 

To which Superintendent Randall replies, under date 
of April 26, 1865: 

" In reply to your inquiry, I have to state that in the 
examination of the scholars under my charge, among the 
great variety of Readers in use, / Imve never disconered 
any comparative deficiency in elocutionary reading in 
those schools or classes where Willson's Readers are used.'" 

Xt. Kiddle replies, under date of AprU 22, 1S65: 

"I would state that the undersigned has not noticed 
any comparative deficiency in elocution or reading in the 
numerous classes which are now instructed by means of 
the Readers to which you refer. 

" On the contrary, I liave uniformly found these classes 
as expert and proficient in the art as any I am required 
to examine." 

Mr. Jones replies to the same effect, April 24, 1S35. 

The following are the expressions of a few of the best 
teachers in New York City, based upon the use of Will- 
son's Readers in their schools. 

From Thomas Huutek, Principal of Ward School 2w. 35, 
ilfay 11,1866. 
There is abundance of elocutionary matter in Willson's 
Readers. 

From 3. Eltas WmTEUEAD, Prin. of Grammar School 
No. 3S, May SO, 1S65. 
We have used Willson's Readers in three classes of this 
school, and bear willing testimony to their excellence as 
rcading-books. They have developed, to a veiy great ex- 
tent, the elocutionary reading of our scholars. In this re- 



spect the classes in my school using these Readers com- 
pare favorably with those using the Readers of any other 
series. 

From Syl. G. Penfield, Prin. of Grammar School No. 8, 
May IT, 1865. 

I have used W^illson's Third and Fourth Readers in my 
school for the past four years. I am pleased to say that 
the scholars, while acquiring the very valuable scientific 
information contained in them, have also shown great im- 
provement in reading and elocution. 

At the successive examinations made by the City Su- 
perintendent and his Assistants, the classes using Will- 
son's Readers have exhibited as great proficiency "in elo- 
cutionai-y reading as those using any other Readers. 

From La Fayette Olney, Prin. of Grammar School Ko. 
14, May IT, 1865. 
Willson's Third Reader has been used as a text-book in 
one of the classes of the school under my charge. As an 
evidence of the merit of the book, I deem it justly due to 
state that this class showed a greater proficiency than any 
other class in the Department in Reading, Spelling, and 
Definitions, and obtained the highest mark in the same at 
the recent examination by the Assistant Superintendent. 

From H. Williamson, Prin. of Male Bept. of Grammar 
School A'o. 53, May 26, 1865. 

Willson's Third Reader has been used for the last 
twelve months in one class of this Department, and with 
results so very satisfactory that I shall introduce the oth- 
er numbers of the series as scon as practicable. 

At our recent annual examination, the class in which it 
was used excelled in reading. 

From N. P. Beeks, Priii. of Grammar School Ko. 15, 
May 20, 1865. 

The classes in which Willson's Readers are used in my 
school compare most favorably., as regards style and elo- 
cution, with those classes using other Readers. 

From Alon. Hopper, Prin. of Grammar School j\'o. 11, 
May IT, 1865. 
The miscellaneous lessons are well chosen, and afford 
abundant material for the cultivation of rhetorical and 
elocutionary reading. With these books, an energetic, in- 
telligent, and conscientious teacher can make as spirited, 
stylish, and "beautiful" readers as with any other books 
that I know of; and, what is a higher and better result, ' 
they will be something more than "readers" when it is 
done. 

From Aethite Muepiit, Prin. of Grammar School No. 16, 
3Tay 19, 1865. 
I have used nearly all the prominent "Readers" now 
in the market, and have had at least as good success in 
teaching elocution with Willson's Readers as with the 
books of any other compiler. The best reading-class in 
this school ivas trained in Willson's Fourth Reader. 

From G. B. Hendkickson, Vice-Prin. of Grammar School 

iVo. 8, and late Rector of St. John's School. Trinity 

Church, N.y., June 2, 1SG5. 

I have used Willson's Series with the most gratifying 
success. Elocutionary reading is a specialty in my school ; 
and for making 7iatural, fluent, correct, and accompilixhed 
readers, I prefer Willson's to any other reading-books ex- 
tant. "The use of these Readers has awakened in my pu- 
pils such an enthusiasm for the different branches of 
Natural Science that the Trustees of the school have 
kindly given me permission to take my boys on a scien- 
tific excursion once a month, for the purpose of obtaining 
Botanical, Geological, and other specimens for our cabinet 
of Natural History. It is most gratifying to me to wit- 
ness not only the pleasure the pupils take in these excur- 
sions, but the eagerness with which they study the leaves, 
flowers, pebbles, shells, fossils, etc., which fall under their 
notice, and the veiy considerable knowledge they have al- 
ready acquired of some of the branches of Natural Science. 
Simple justice obliges me to say that it is the use of Will- 
son's Readers alone that has made these excursions either 
profitable or possible. 

In conclusion I would say, that a fair and full trial of 
Willson's Series has convinced me that by their use my 
pupils \'rill become not ou\y far more intelligent, hut bet- 
ter readers also, than by the use of any other series with 
which I am acquainted. 



Harper'' s School and Family Headers, etc. 



some cf tlie Bistinguislied Educators 

''S 



wlio Iiave indorsed 



Hon. Edwakd Ballaed, State Superintendent, Maine ; E. T. Qtjimby, Principal of Appleton Academy, New Hamp- 
shire; E. Con ANT, Randolph Academy, Vermont; W. J. Eolfe, Cambridge High School, Mass. ; David Caiip, State 
Superintendent, Conn. ; J. B. Chapin, State School Commissioner, Rhode Island ; J. H. Feekcu, State Normal School, 
New York; Prof. A. A. Willis, Freehold Institute, New Jersey; J. V. Montgomeey, Principal of State Model School, 
Penn. ; Hon. L. Van Bokkelen, State Superintendent, Maryland ; Hon. Akson Smyth, State School Commissioner, 
Ohio ; Hon. G. W. Hoss, State Superintendent, Indiana ; Prof. J. V. N. Standisu, Lombard University, Illinois ; 
Prof E. A. Steong, Grand Rapids, Blichigan; S. M. White, Principal of Waukesha Seminary, Wisconsin ; D. Feank- 
LiN Wells, Principal of Normal Department, State University, Iowa; W. F. Phelps, Principal of State Normal 
School, Minnesota ; Hon. I. T. Goodnow, State Superintendent, Kansas ; Hon. W. E. Haevet, School Commissioner, 
Nebraska ; Prof. Feanz Sigel (General Sigel), St. Louis, Missouri ; Prof. W. O. Goodloe, Lexington, Kentucky; 
Prof. R. O. Ccteeey, Collegiate Institute, Knoxville, Tenn. ; Prof. T. A. Crenshaw, Edgewood Seminary, Virginia; 
Prof. B. W. FosTEE, Columbia, North Carolina ; Prof. Geo. T. Beowne, Georgia Female College ; Prof J. A. Mel- 
CHEE, Eutaw Female Academy, Alabama; Prof. W. R. Richaedson, Oxford, Miss. ; Hon. Jno. M'Naie, Superin- 
tendent of Education, Louisiana; Prof F. L. Yoaku.m, Larissa College, Texas; Hon. John Swett, State Superin- 
tendent, California; T. M. Gatch, President of Wallamet University, Oregon; Rev. B. C. Lipplnooit, A.M., Super- 
intendent of Instruction, Washington Ter. ; P. B. H. Stekhouse, Regent University of Utah. 

THEY HAVE BEEN FAVORABLY NOTICED BY ALL OP THE EDUCATIONAL JOURNALS OF THE 
COUNTRY, and by the Press generally. We append a few extracts : 



This is an admirable Series, aiming not only to instruct 
in the noble Art of Reading well, but at the same time im- 
parting a great amount of useful knowledge in the way of 
facts iu science and art, and giving admirable selections 
and numerous pictorial illustrations. The Series is well 
worthy a place in every School and Family. — American 
Theological Jieview. 

We unhesitatingly pronouncs this Series to be far su- 
perior to any other of which we have any knowledge. It 
is as far ahead of Town's, Sargent's, and Hillard's, as 
those are in advance of the old English Reader. The au- 
thor aimed to step outside the beaten track, and most ad- 
mirably has he succeeded. — Aroostook (Me.) Herald. 

In the preparation of this valuable Series Mr. Willson 
has shown a degree of discrimination, judgment, compre- 
hensiveness, and system, that is rarely united in the same 
person, and his works are therefore eminently practical 
and useful. — Cincinnati Presbyterian. 

Of this Series we can speak in terms of the highest com- 
mendation. When tlie whole is finished, it ivill unques- 
tionably furnish by far the most attractive and complete 
system of School Readers ever offered to the American 
public. All teachers, as it seems to us, will do well to 
give the Series a careful examination, and then we are 
sure they will adopt it. — Western Christian Advocate. 

We like the entire Series. We have seen nothing that 
seems to us so well adapted to teach children to read and 
to think at the same time. — Christian Herald (Cm., O.). 

The Harpers have never produced any better books 
than this Series of School and Family Readers. — Phila- 
delphia Press. 

As a series we prefer them to any we have yet seen. — 
New Hampshire Patriot. 

We have never examined a set of school-books with so 
much satisfaction as this series by Mr. WiUson. — Luther- 
an Observer (Baltimore). 

The best works of the kind that have ever fallen under 
our notice. — Baltimore American. 

Among the multitude of school-books that have been 
issued of late years, we have seen none equal to Willson's 
Series of School and Family Readers. The peculiarity of 
these Readers is that the reading-lessons teacu something, 
and convey instruction upon the leading facts and princi- 
ples of science, with such illustrations as can not fail to 
convey a deep and lasting impression. They are not 
merely and exclusively elegant extracts which show the 
skill and taste of the writers, although such are not want- 
ing in the course of the work. The author is deserving 
of great credit for what he has done to promote the cause 
of popular education. — Exeter (N. H.) News Letter. 

To most children the hours spent in the school-room 
are irksome, for the reason that the sympathies are not 
enlisted ; but these books are so arranged that, with ordi- 
nary minds, this can not long be the case, for at every 
step the scholar finds some new idea presented to view in 
such a manner as to be easily comprehended, thus caus- 
ing satisfaction, and stimulating to renewed exertion. 
At every step pleasure is blended with instruction on 
such points as can not fail to be useful to the chUd, the 
scholar, and the man. — Newport Mercury. 

In the first volumes of the Series the selections are 
specially designed to promote naturalness of intonation ; 
and it is almost impossible for the child to read them in 
that dry, measured, artificial manner which is so com- 
mon. — American Quarterly Church Review. 

' ' ' hnnks .are Tenllv ilh/jif.rr/.tinns of 



the reading lessons, and not me}-e pictures. — Bethlehem 
Advocate (Penn.). 

The best adapted to their pui-pose of all the school read- 
ing-books that we have ever seen. — Salem Register (Mass.). 

We have never seen reading-books with half the num- 
ber of "pictures," and yet we do not believe that there 
is one too many. Nothing adds more to the attractive- 
ness of a book for childi'en than well-executed pictures. 
The lessons are a general mixture of the attractive with 
the instructive. He who reads tliese books as they should 
be read will not only have acquired the art of good read- 
ing, but wUl have collected a large fund of useful knowl- 
edge Toioa Instructor. 

We -insh once again to call the attention of the School 
Trustees and Teachers of Northern Indiana to this beau- 
tiful and instructive Series of school-books. We hazard 
nothing in saying they surpass all other readers in use. 
We do not wish to derogate in the least from the labors 
of Sargent and M'Guffey, but Willson's Readers as far 
surpass these as they surpass those read twenty years 
ago Fort Wayne (Ind.) Times. 

This Series of Readers has an idea in it that we have 
often wondered has never been attempted before. In our 
school-boy days school readers were nothing more than a 
series of elegant extracts made from the range of the com- 
pilers' reading, selected without any reference to the ca- 
pacity of those for whom they were intended. The idea 
of Mr. Willson is to Tnake the reading-books teach the ele- 
ments of the higher branches, instead of selecting read- 
ing-lessons at random. The idea is most excellent, and, 
if successfully carried out according to the plan proposed, 
loill effect a revolution in this department of school liter- 
ature. — Iowa School Journal. 

The best progressive Series with which we are acquaint- 
ed. The arrangement of subjects, the variety of matter, 
the careful training to correct habits of reading, the ar- 
tistic excellence of the numerous engravings, the great 
amount of useful information, and uncommon attractive- 
ness in all respects, should establish them both in public 
and private schools as the standard works in this depart- 
ment. — New Bedford (Mass.) Mercury. 

This Elementary Series foi-ms a ladder of learning for 
the young, and by regular gradation is adapted to re- 
spective ages of learners, commencing with the Primer. 
It appears to be very carefully and judiciously prepared, 
and very complete in its variety of subjects. AVe have 
met witli no series of the kind which is more desu-able 
both to schools and families. The paper, printing, and 
embellishments are all excellent, and greatly superior to 
the ordinary school-books.— .Pe»i"S2/foa)iM Presbyterian. 

Although heartily opposed to the innovations and rev- 
olutions in school-books, which entail a new set at the 
commencement of every quarter, we commend the intro- 
duction of this Series of Readers into every school in the 
land, and an auto-da-fe of all previous ones, with total 
disregard to their cost. — Neiv York Times. 

The child who finds these attractive school-books dull 

will be a dunce to the end of time Worcester (Mass.) 

Daily Spy. 

Of all the "juvenile" books with which we are ac- 
quainted, we know none more interesting, or more useful 
in their influences, than the Primer and First and Second 
Readers of this Series ; while, as books designed to teach 
children the art of reading, we believe them to be far in 
advance of any other Primary Readers. — Baltimore Chris- 
tian ArJnnr.af.e. 



THE CORNELL SYSTEM. 



I^f This painphlet contains specimen pages of the 
Maps and text of Cornell's Kevised Intermedla.te 
Geography, showing the hind of paper' used, the 
gnality of printing^ and style of map coloring. The 
volume contains ttventy-one pages of Maps., f'^^y equal 
to specimen in sharpness and distinctness of lettering 
and beauty of coloring. Oblige u^ hy showing this pam- 
phlet to other Teachers. 



om! "Wafehui^ton 



CORNELL'S rmST STEPS IN GEOGRAPHY. Intended to precede 
Cornell's Geographical Series, and to introduce the little pupil pleasantly and 
profitably to the rudiments of Geography. One beautiful volume, child's 
quarto, with numerous Maps and Illustrations, 72 pages. Price, 45 cents." 



CORNELL'S GEOGRAPHIES. 

ORiGnisrAX. EDia?ioisr. 

L PRIMARY GEOGRAPHY. SmaU 4to. 96 pp. 14 Maps. Beautifully 
illustrated. Price, 90 cents. 
n. INTERMEDIATE GEOGRAPHY. Large 4to. 96 pp. 16 Maps. $1.26 
GRAMMAR-SCHOOL GEOGRAPHY. Large 4to, with numerous 
Maps and Illustrations. It includes Physical and Descriptive Geography. 
108 pp. Price, $1.50. The chief difierence between the Intermediate and 
Grammar-School is, that the latter, though no more elevated in style, is 
fuller in detail, presents a greater variety of Map Questions, and a larger 
number of localities to be memorized. 
m. HIGH-SCHOOL GEOGRAPHY AND ATLAS. Geography, large 
12mo. 405 pp. Richly illustrated. Price, $1.25. Atlas, very large 4to. 
Containing a complete set of Maps for study ; also a set of Reference Maps 
for family use. Price, $2.25. 

REVISED EDITION. 

The text thoroughly revised, the Maps colored according to the latest improvements, 
and all the recent geographical changes in both continents noted and embodied. 

Now Meady. 
PRIMARY GEOGRAPHY. Small 4to. 96 pp. 15 Maps. Beautifully 

illustrated. This book can easily be used in classes with the previous 

Edition. 
INTERMEDIATE GEOGRAPHY. Embracing a Summary of Physical 

Geography, a complete set of New Maps, the most beautiful ever offered to 

the American public, and magnificent Pictorial Illustrations by our best 

Artists. Large 4to. 96 pp. 1*7 Maps. $1.50. 

In Preparation, 
GRAMMAR-SCHOOL GEOGRAPHY. 
HIGH-SCHOOL GEOGRAPHY AND ATLAS 



%* A copy of any of the above works, for examination, will be sent by mail, 
post-paid, to any Teacher or School Officer remitting one-half its price. 

D. APPLETON & CO., Publishers, 

443 & 445 Sroadway, New York. 



Lii, jxcvtew. I aavance oi any otuer iTimary Headers. — Ballimore Chris- 



REVISED EDITION 

OF ' 

COENELL'S INTERMEDIATE GEOGRAPHY. 



In this Edition, the text has undergone a rigid re- 
vision, and the many geographical changes of the last 
few years in our own country, as well as in the Old 
World, have been carefully noted and embodied. The 
Map Questions have been brought in all cases directly 
opposite the Map to which they refer, and have been 
curtailed sufficiently to admit (without increasing the 
size of the volume) of a SUMMARY OF PHYSICAL 
GEOGRAPHY, embracing the most important elements 
of that department of the science. The engravings are 
mostl}' new, and executed by our best artists ; they, as 
well as the tj^ography, will speak for themselves. 

One of the great features of this Revised Edition is 
its Magnificent Maps, the result of much experiment and 
labor, to which the Publishers point with pride as the 
most heautifvl specimens in this line of art ever offered to 
the American public — accurate in their outlines, sharp 
and distinct in their lettering, admirable in the arrange- 
ment of names, tasteful in their coloring, and in all 
respects unexceptionable. As the original Cornell 
Series was the pioneer in all those improvements in 
execution which have characterized the Geographies of 
the last twelve years, so we believe this New Edition 
of the Intermediate will be found still foremost est the 
FIELD, whether attractiveness of appearance or intrinsic 
merit be regarded. 



om! "WafehinSton 



CORISrELL'S SERIES 



OF 



SCHOOL GEOGRAPHIES. 



A knowledge of Geography is very properly considered 
indispensable to the commonest education. It is therefore made 
a prominent branch in our schools ; and when we consider how 
many are devoting to it a large share of their time and attention, 
some idea may be formed of the vast gain that will result from 
saving each scholar a few moments every day, or facilitating 
his geographical course, be it ever so little. If any particular 
system gives a clearer insight into the subject than the rest, the 
advantage of using it, though it may be but slight in each 
individual case, becomes in the aggregate a matter of great 
moment. When, moreover, it is remembered that Geography 
is the first study to be memorized ; that, in the case of many 
who leave school prematurely, it is the only study thus pursued ; 
that, if found distasteful, it will inevitably give the pupil a dis- 
like for all learning, and deter him from trying to educate him- 
self further after entering on the business of life, — it will be real- 
ized that much depends on employing the best mode of present- 
ing the subject, and that the claims of those who profess to have 
made it clearer and more attractive should be carefully exam- 
ined by the friends of education. 

Such a claim is here put forth. We believe that the Cornell 



^,v,^, ^,- iict/ij-iK. I auvu,uce oi any omer rnmaiy Keaders.— iiaJJimo?-e Chris- 

bnaks fl.ra_ really ■ilhistrntinns nf I /inir Aflnnrntn 



Sekies has made an important advance on other systems. The 
features that distinguish it are numerous and clearly defined. 
They entirely revolutionize the mode of teaching Geography. 
If other systems are right, ours must be wrong. If ours is 
right, they should be abandoned. This is the issue we make. 

We hold that the pupil instructed according to other sys- 
tems, toil as he may, labors under all the disadvantages of one 
who runs a race without keeping the goal in view. He knows 
not where he is standing at each stage of his progress, or what 
relation one thing that he learns bears to another. He commits 
a mass of facts, but without any thing to bind them together, 
or fix them in his memory. There is no beginning, no middle, 
no end. There is no analytical arrangement of the difierent 
branches of the subject ; no systematic presentation of facts. 
What wonder, then, if the pupil himself cannot tell what 
he has learned; that the examiner is equally at a loss? What 
wonder that dry details, committed with difficulty, and with 
no attractive surroundings or mutual relations to make them 
remembered, vanish from the mind almost as soon as learned ? 
What wonder that the little which is retained becomes a 
confused and worthless medley — a chaos " without form and 
void " ? What wonder that years of patient study result, 
as we find in every community they have done, in a few crude, 
indistinct, superficial ideas of what, properly presented, could 
have been indelibly impressed on the mind in one-half of the 
time ? 

Such has been the mortifying experience of the most assid- 
uous and competent teachers, whose hardest labor has failed to 
produce any other result. Such has been the experience of 
examiners, who have often wondered that, with the attention they 
knew to be given to this branch, greater progress was not made. 

!N^ow view, in contrast, the system presented in the Cornell 
Series. It begins at the foundation, and lays one stone at a 
time. It takes nothing for granted. It uses no undefined 



from' Wakhm^ton 



6 

technical terms. It anticipates nothing that has to be sub- 
sequently explained. It avoids overloading the beginner with 
matters which he cannot understand, and thus distracting his 
attention from what is really within his reach. It first awakens 
his curiosity, and then satisfies it. One question naturally leads 
to another, but no faster than the scholar's mind develops. 
Every thing essential to a full comprehension of the subject is 
given. There is no demand on the teacher's time for oral in- 
struction, or on his ingenuity for clearing away difficulties. 
Taken one at a time, and in their proper order, all difficulties 
can be readily surmounted; presented promiscuously and 
together, they involve the whole subject in confusion, and too 
often prevent a lucid comprehension of it when the mind is sub- 
sequently matured. 

The Scries is preceded by a little child's quarto, called 
" First Steps in Geography," which is intended to introduce the 
pupil who has learned to read words of two or three syllables, 
to the rudiments of the subject, and informally and pleasantly 
prepare him for its study. This book is adapted to very young 
beginners, and is not regarded as forming a part of the Series. 
It will be found useful in infant schools and with the smallest 
primary classes, as an auxiliary to the Reader. 

The first Part of the Cornell Series is the Primary Geogra- 
phy. This volume is confined to things which the beginner of 
seven or eight years can readily master. After some general 
instruction respecting the earth, he is taught the points of the 
compass, and how to ascertain, them in space, as well as locate 
them on the map. The natural divisions of land and water are 
next defined ; and to insure that they are understood, he is 
shown them successively as they appear in pictorial illustrations 
and on the map. "Without this, experience proves that the child, 
learn the abstract definitions as he may, often utterly fails to re- 
ceive any clear idea of their meaning. 

Thus prepared, the pupil is introduced to a few of the lead- 



pj.nrpg in t.hp.sA hnnlr^i nrA rpnll^T 'in-j/Qfv/if-j/\nQ nf ti'nrt. Af7nnrr/.fp. 



Taavanue-or any oxner rnmary Keaaei-B.—TSaltimore Chris- 
tin 



ing natural divisions — but eacli in its place. The oceans are 
taken first; then, all the seas that are to be mentioned; then, 
all the gulfs, the rivers, the islands, &c. JSTor is this the only 
precaution taken ; in two other ways is the young student's task 
facilitated : — 1. By always beginning at the same part of the 
map, and observing a certain order in naming them ; and 2. 
By having nothing on the map except the places mentioned in 
the text. Thus the pupil easily finds the place of which he is in 
search, and distinctly locates it in his mind — two things which 
are impossible with the overcrowded maps that encumber most 
of the so-called Primaries. # 

After going through with the chief natural divisions in this 
way, and by causing them to be looked at in every possible 
point of view insuring that they are firmly fixed in the mind, 
the author puts some promiscuous questions, and then in what 
is called " Memory's Aid " presents a summary of all that has 
been learned. Here every place mentioned in the text and in- 
troduced into the map is given in the same order that has been 
previously followed. The pupil now sees at a glance all that he 
has learned ; and the examiner has an unerring gauge by which 
to test his progress. Having already met with each place men- 
tioned in " Memory's Aid," the pupil can now readily commit 
the whole, each, as named in order, successively appearing to 
his mind, where it has been daguerreotyped by previous drilling. 
The panoramic view which thus passes before his mind can be 
obtained in no other way. Ask, for instance, the best of your 
pupils instructed by other systems, to enumerate the rivers of 
America, and you will find them, after naming a few, now in 
this part of the continent, now in that, hesitating, in vain striv- 
ing to recall them, and finally coming to a full stop, leaving 
half unmentioned. Put the same question even to the veriest 
beginner who has been drilled in Cornell's " Memory's Aid," 
and he will give you the whole without pause or error. 
Stamped on his mind by the simple process described above, 



from! Wafehm^toji 



8 

he simply calls off' the names as they successively appear to 
his mental vision ; and ten, twenty, fifty years hence, he can 
do it with the same facility that he can to-day. 

This course is pursued with every map in turn, none being 
laid aside till it becomes as familiar as the alphabet. The little 
geographer soon finds that the M'hole map is to be learned ; and 
it is surprising to see with what ease it is learned, when thus 
systematically presented, one of its features at a time. And this 
point we insist upon as one of great moment. Cornell's map is 
not a mere illustration, to be referred to or not ; it is an essential, 
living part of the system, to be memorized in all its details as 
exactly as any other part of the work. It is mastered by the 
eye as the text is mastered by the mind ; and the impression 
made by this combined action of eye and mind time itself can- 
not efface. 

The Primary goes but slightly into details. It is not there 
the aim to fill the mind with facts, but rather to prepare it for 
their reception. Only after the natural divisions of the world 
have passed in review before the pupil, are political divisions 
introduced to his notice. Nor then does the author descend to 
minute particulai-s, but gives general descriptions, and, in most 
cases, the capital cities only, leaving the filling up, both in the 
map and in the text, for the higher Parts. Nothing is said about 
governments, nothing about Mathematical Geography ; it is 
deemed injudicious in the extreme to introduce abstract matters 
which at this stage are as unnecessary as they are unintelligible. 

Thus much for our Primary. It differs from others iti that 
it really is what it is called — a Primary, it begins at the be- 
ginning, and contains nothing beyond the comprehension of a 
child of ordinary intelligence. Other Primaries, we respect- 
fully submit, are primary only in the amount of matter they 
contain, and not in the quality of matter. Their facts are as 
heterogeneous, their technical terms as incomprehensible, their 
definitions as difficult, their maps as much encumbered, as aie 



„.>„.. .V ^>, ,-1, „ . I jiuMuii-i^ in !uiv oiuer iTimiuy Kcaaei'fi.— /j'iiif>»k))t' Chris- 







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Scale of Miles 



9 

the facts, the technical terms, the definitions, the maps of the 
higher Parts by which they are to be succeeded. They are a 
little smaller, but this is the only feature that constitutes them 
Primaries. 

Having failed in their Primaries to glean out what should 
naturally have precedence in studying the science, and taken 
things hard and easy just as they happen to come, it follows 
that the next higher Parts of the other systems can be nothing 
more than reproductions of their Primaries, a little more ex- 
tended. Mathematical, Political, and Descriptive Geography 
having been all introduced in the first few pages, there is noth- 
ing to hold in reserve for their Intermediate Books, except a 
still more overwhelming array of facts. And so in the advance 
from the Second Book to the Third. There is nothing new to 
be unfolded, but the same medley of facts, with a little more 
added. The maps, of course, show a proportionate increase of 
names. It seems to be a matter of emulation with the respect- 
ive authors, to see who can crowd the greatest number into a 
given space. Hundreds of names not mentioned in the text, 
which can only embarrass and discourage the pupil in searching 
for what is really needed, are scattered with a prodigality which 
almost bafiles the engraver in his endeavors to find room for 
them. To sum up the whole matter, we claim that the three 
Parts of other Series are simply different editions of the same 
thing, different in their form and size, but substantially the 
same — the same in their want of arrangement, the same in 
their formidable array of facts, the same in their unmtelligible 
style and language. 

ISTot so with the Cornell Series. Kot a line of the three 
books composing it was written without an ever-present sense 
of the age and understanding of those for whom it was de- 
signed. Having, as already described, embodied the rudimen- 
tal branches of the subject in the Primary, the author proceeds 

to build on the foundation there laid. There is no necessity of 
8 



10 

repeating the Primary, for the subject is not exhausted. The 
pupil can appreciate what is meant by government, and dis- 
tinguish the different kinds ; to these, therefore, his attention is 
next directed. The leading principles of Mathematical Geog- 
raphy are also unfolded. The maps no longer being new to 
him, he is prepared to learn about circles and zones, latitude 
and longitude. He can receive a little moi-e detail with ad- 
vantage ; and new cities, rivers, &c., are introduced. Kothing 
already fixed in the mind, is displaced. There is no confusion, 
for one uniform order is followed. As in the Primary, the 
maps contain only the places mentioned in the text. " Mem- 
ory's Aid " is perpetuated in what are now called " Map Studies," 
which here again from time to time furnish guides for the stu- 
dent and tests for the teacher's use. 

When the descriptive matter is reached, heterogeneous de- 
tails are not blended together, but are systematically analyzed, 
and presented under different heads. This system pursued 
with each country in turn enables one thing to be learned at a 
time, and affords conveniences for comparing two different parts 
of the world in any particular respect ; its importance will be 
obvious to those who bear in mind that the ease with which we 
remember is proportioned to the distinctness of the impression 
made on the mind. 

The Grammar-School Geography has been prepared for 
such classes as need a comprehensive course, embodying the 
less prominent as well as the more important localities on the 
earth's surface, and exercising the student in every profitable 
variety of map studies. It may with advantage be placed in 
the hands of those that have completed the Intermediate, or, 
where the saving of time is an object, it may be used instead 
of the latter work as the Second Part of the Series. The chief 
difference between the two works is that the Grammar-School, 
though no more elevated in style, is fuller in detail, and pre- 
sents a greater number of places to be memorized. It also 



11 

contains lessons on Physical Geography, and a practical plan 
by which the pupil can easily memorize the comparative size 
of all the countries on the earth. It presents, opposite each 
sectional map of the United States, a table of the principal 
railroads, with their termini and length in miles, and similar 
lists of the navigable rivers. These tables are not to be com- 
mitted to memory, but are introduced for convenience of refer- 
ence, and to give the youthful pupil an idea of the great com- 
mercial and travelling facilities of our coxmtry. They are 
made available by questions, which direct the pupil's attention 
to the most frequented routes of travel by land and water. 
Throughout the volume, the distinctive features of the author's 
plan, as exhibited in the Intermediate, are faithfully carried 
out. 

Finally, in our High-School Geography, we put the key- 
stone in our geographical arch. Here again we are not reduced 
to the necessity of an encumbered repetition, but have full 
space for the more abstruse parts of the subject. The author 
extends the vocabulary of places, and presents an advanced 
course of Mathematical Geography, combined with instruc- 
tions for the use of globes and the solution of problems con- 
nected therewith. Room is also found for comprehensive chap- 
ters on Physical Geography and Meteorology. The maps are 
still in this Highest Part made to accord strictly and exclusive- 
ly with the text. We furnish in the same Atlas, however, for 
purposes of reference, another complete set of maps on a large 
scale, in this way consulting the wants of the family without 
sacrificing the interests of the learner. 

We have thus described the Parts that make up the Cornell 
Series. Let us recapitulate the poiijits on which, among others, 
they rest their claims to superiority : — 

1. They teach one thing at a time. 

2. They teach that first which is simplest. 

3. They teach only as much as can be digested.^. 



12 

4. They teach with a dh-ect view to the age and grade for 
which their instructions are designed. 

6. They teach inductively, from the rudimental to the ab- 
struse. 

6. They teach consistently ; the same plan being followed 
in all the Parts. 

7. They teach analytically; the matter being arranged 
under appropriate heads. 

8. They teach economically, as regards the instructor's time 
and labor. 

9. They teach intelligently, enabling the pupil always to 
measure his own progress, and to keep in view the end proposed. 

10. They teach interestingly, awakening curiosity as the 
pupil advances, and rendering the subject attractive with 
appropriate illustrations. 

11. They teach completely, embracing all parts of the sub- 
ject, and leaving nothing to be orally added. 

12. They teach the maps as thoroughly as the text. 
Other important peculiarities are not wanting, some of 

which are entirely original with the author, and appear in other 
works only where, from a sense of their importance, they have 
been plagiarized. 

In the first place, explicit directions are given for describing 
the natural divisions of the earth. Secondly, the subject is 
stripped of irrelevant matters that belong to other sciences. 
In the third place, the engravings are not only numerous 
and executed in the highest style of the art, but they are also 
appropriate and authentic. Fourthly, the pronunciation of 
every place likely to be mistaken is given according to the 
latest and best authorities. Fifthly, the maps are accurately 
drawn, clearly lettered, carefully printed, and tastefully colored 
— beyond question the most beautiful specimens in this line of 
art ever offered to the American public. The exclusion of all 
places not mentioned in the book is believed to be one of their 



13 

greatest advantages. It is no longer necessary for tlie pupil to 
spend hours over a lesson, wearying his brain, straining his eyes, 
overtasking his memory, confusing his perceptions, wasting his 
time, exhausting his patience, losing his courage, groping in a 
maze as complicated as human ingenuity can make it. The 
smallest child can find every place for himself, and with such 
readiness and certainty that he feels a satisfaction in doing it. 

Such are the prominent features of the Cornell Series ; it 
remains for intelligent teachers to decide to what degree of con- 
sideration they are entitled. The strongest indorsements have 
been received from those who have tested this system with their 
classes. The Teachers' State Convention of California have 
pronounced it " far superior to any other now in use." A for- 
mer State Superintendent of Wisconsin declares it "incompara- 
bly in advance of all others that have been prepared," adding 
his belief that from either our " Intermediate, Grammar-School, 
or Higher Geography alone, a far better idea of the earth and 
the localities on its surface will be obtained than by going 
through the whole series of any other author." The Board of 
Education recently appointed by the Legislature of Maryland, 
for the purpose of selecting Text-Books for the common s^chools 
of that State and insuring uniformity in their use, after a long, 
searching, and impartial examination and comparison of all the 
.School Geographies now before the public, have unanimously 
declared their decided preference for Cornell's. To hundreds 
of such commendations we care not to ask the attention of gen- 
tlemen charged with the selection of school-books, feeling that 
they can appreciate the points which have thus approved them- 
selves to others, and that these points are too clearly defined to 
escape their notice. To induce a teacher to try these Geogra- 
phies, we have had, as a general thing, only to get him to ex- 
amine them ; and, when once tried, they have not only held 
their place, but gradually made their way into neighboring in- 
stitutions. So, where an experiment has been made with on© 



u 

Part of the Series, the others have beeu sure to follow in its 
train. We mention these facts simply to show that whatever 
theoretical merits the Cornell system may possess are fairly car- 
ried out, and that the practical working of our Geographies in 
the school-room is satisfactory to those who have introduced 
them. 

We would respectfully solicit of those having charge of the 
selection of Text-Books, a careful examination of these works. 

D. APPLETON & CO., 

Publishers. 

443 & 445 Broadway, New Yoek, 1867. 



TESTIMONIALS. 



JVb other JSchool-BooTcs have received such general and unqualified commendation 
as has been awarded to the Cornell Series by the Press, by State, County, and Town 
School Officers ; by Presidents and Professors of Colleges, Prineipah of Academies, 
and Teachers of Public and Private Schools throughout the whole country. 

From thousands of Letters of Cominendation, we have room only for the foU 

lowing : — 

From tT. W, Sulhley, City Superintfiiident of Schools, Brooklyn. 

" Cornell's Series of Geographies bave been especial favorites in tbe 
Brooklyn Schools from the time of their first publication. Their exceEent method 
for memorizing the contents of the Maps, their judicious selection from a mass of 
unimportant details o^what alone is necessary to be learned, their inductive system 
by which one thing is presented at a time, and each in its proper order, have com- 
mended them to our Teachers beyond all other works on the same subject. In the 
New Edition of the Intermediate I find many additional features of great value, which 
place the work in my estimation far in advance of all competitors. Its magnificent 
Maps, with their sharp lettering and tasteful coloring, carmot be too highly praised ; 
its illustrations are spirited, and its typography is admirable. In every respect the 
volume meets with my hearty approval." 

From Rev. Chas. W. Cushitiff, Principal of Seminary, Auhumdale, Xass. 

"Your Revised Edition of Cornell's Intermediate Geography must certainly 
satisfv all reasonable expectation. I considered the original work the best of ita 



15 

class, but find in the volume you have sent me many material improvements. The 
curtailment of the Map Questions, and the addition of an Epitome of Physical 
Geography, contribute much to the value of the work, and I am glad to see that it is 
fully up to date as regards the numerous changes that have lately taken place in the 
geography of the world. The Maps will commend themselves to the most casual 
observer, as combining in the highest degree accuracy, clearness, and elegance. If 
your revision of the remaining Parts of the Series is carried out with equal liberality 
and care, you may rely on its receiving the unqualified approbation and warm support 
of the educational community." 

From E. Danforth, City Superintendent of Schools, Troy, JV. TT, 

" Many improvements have of late been made in our text-books on Geography ; 
but in point either of external appearance or intrinsic merit, none of them in my 
opinion equal the Revised Edition of Cornell's Intermediate. The admirable system 
of daguerreotyping the Maps on the mind of the learner peculiar to this author, the 
removal from the Maps of all places not named in the text, and the analytical pre- 
sentation of facts under appropriate heads, have long been known and appreciated by 
intelligent teachers ; it only needed the lucid Abstract of Physical Geography which 
I see appended to this New Edition, and a revision of the text with reference to recent 
geographical changes, to make it what I now regard it — a perfect text-book. The 
Maps are triumphs of art. I do not see how any improvement could well be made 
in the volume before me." 

From Duane Doty, City Superintendent of Schools, Detroit. 

" I take pleasure in calling the attention of teachers to the Revised Edition of 
Cornell's Intermediate Geography, recently issued from the Appletons' Press. It 
presents many strong claims to their consideration. The Maps are peculiarly distinct, 
and unequalled in the^elegance of their execution ; presenting only such places as are 
mentioned in the text, they are easy of reference, and if taught according to the 
Author's excellent method of memorizing their contents, will be thoroughly impressed 
on the mind. 

" I am glad to find in this volume a recognition of the changes in boundaries, &c., 
which recent events have produced, as well as of late explorations and discoveries. 
The selection of matter is judicious ; the text is well condensed, and illustrated with 
numerous fine engravings which will prove exceedingly attractive to the learner. 
The claims of Physical Geography are not overlooked, the volume closing with a 
brief, but clear and comprehensive, summary of that branch of the subject. The 
Map Questions are not, as in some of our text-books, unnecessarily multiplied ; they 
are in all cases placed opposite the Map to which they belong — the convenience of 
the student being carefully consulted in this as well as in other respects. 

" The merits of the former edition of this work being very generally known, it is 
only necessary to say that the Revised Edition embodies all its good features, with 
many minor improvements which experience has suggested. Teachers who desire in 
their selection of text-books to keep pace with the onward spirit of the age, will do 
well to examine this admirable volume." 



i^CET THE BEST..^ 

Cornell's Geographies surpass all others— 

1st In philosophic arraDgement 

2d. In the gradual progression of their steps. 

8d. In presenting one thing at a time. 

4th. In the adaptation of each part to its intended grade of scholarship. 

5th. In the admirable mode they prescribe for memorizing the contents of a map. 

6th. In their explanations and directions for describing the natural divisions of the earth. 

7th. In their judicious selection of facts. 

8th. In the appropriate and instructive character of their illustrations. 

9th. In consistency between maps and text. 

10th. In the introduction into the maps of such places only as are mentioned in the boo^. 
11th. In the clear representation of every fact, and the analytical precision with which each 

branch of the subject is kept distinct. 
12th. In being at once practical, systematic, and complete, philosophical in arrangement, and 
progressive in development of the subject. 
Cornell's Geographies are used in the Public Schools of the City of New Yokk. 
Cornell's Geographies are used in the Public Schools of the City of Bbookltn. 
Cornell's Geographies are used in the Public Schools of the City of Baltimore. 
Cornell's Geographies are used in the Public Schools of the City of Charleston. 
Cornell's Geographies are used in the Public Schools of the City of Rocbesteb. 
Cornell's Geographies are used in the Public Schools of the City of Columbus. 
Cornell's Geographies are used in the Public Schools of the City of Detroit. 
Cornell's Geographies are used in the Public Schools of the City of San Fbanoiboo. 
Cornell's Geographies are used in the Public Schools of the City of Cleveland. 
Cornell's Geographies are used in all of the Public Schools of Maryland. 
Cornell's Geographies are used in all of the Public Schools of VEEiaoNT. 
Cornell's Geographies bave been adopted for the Public Schools of New Hampshire. 
Cornell's Geographies have been adopted for the Public Schools of the State of MiOHiSAir. 
Cornell's Geographies have been adopted for the Public Schools of the State of Kansas. 
Cornell's Geographies have been adopted for the Public Schools ot the State of California. 
Cornell's Geographies have been adopted for the Public Schools of the State of Wisconsin. 
Cornell's Geographies have been adopted for the Public Schools of the State of Indiana, 
Cornell's Geographies are in general use in all parts of the United States. 
Cornell's Geographies are thorough, ststematic, rEOGRESsivE, and practical. 
Cornell's Geographies are printed on the best paper, are the best bound, and the best illus- 
trated, and have the BEST MAPS of any School Geographies extant. 

Millions of Cornell's Geographies have been Sold, 



Also Ihiblislied by D. AFPLETON" & CO.:— 

Cornell's Cards for the Study and Practice of Map-Drawing. Designed to accompany 
any Geography, but specially adapted to the scale of Cornell's Grammar-School 
Maps. Price, per set of 12 Cards, 50 cents. 

Cornell's Series of Outline Maps, of which a Descriptive Circular will be sent npoD 
apnileation. 



PEIRCE'S PATENT SLATES. 



Wan-anted Superior to anv others in use. MGHT! NOISELKSS! Dl'RABr-K! Improve* 
by use. Easily Cleaned. Cannot be Broken by Falling. NKVER BECOME <;I.OSSY! 

Pencils always write easily upon them. Are harder than real slate, and cannot be scratched, 

yet never crack or scale off. 

TESTIjVrON"IA.LS. 

The following is from "The Father of the Public School System of Pennsylvania," and foe 
nmny years State Superintendent. 

Lancaster, January 4, 1867. 

"From its origin to its present improved and satisfactory condition, I have watched tha 
progress of the artificial Slate (or Stone) Surface of Mr. I Newton Peirce I have seen it in- 
troduced in many schools and institutions, and have never known its use to be abandoned, 
or to fail of giving satisfaction In facility of application, rapidity of drying for use, cheap- 
ness and durability as a wall surface, in lieu of the old black board, it is all that can be de- 
sired. Its merits, in the shape of Portable Slates, Tablets, &c., need not he asserted. In this 
form it will speak for itself, on inspection." ' Tuohas H. Burbowes. 

Office City Superintendent of Public Instruction, 
Baltimore, April 5th, 1867. 
1 have used extensively on the Black Boards of the public schools of this city. Peirce'a Pa- 
tent Slate Surface, and believe it to be the best material of the kind manufactured. 

J. N. McJiLTOir. 



Boston. January 31st, 1867. 
We have used Peirce's Patent Slates for some time in our schools, and from our experience, 
*nd their present improved character, we believe they are superior to all other slates we have 
• vcr seen, and shall favor their more extended use. 

JosHCA Bates, Principal Brimmer School. 

James A. Page, J'rincipal Dwight School. 

C. GoonwiN Clark, Principal Lincoln School, 

State yormal School, Trenton, N. J., February 11th, 1867. 
We have been using Peirce's Book Slates for some time in this Institution, and greatly pre 
for them to every other kind of slate. Johm S. Hart, Principal. 

Penn. State Teachers' Association, Bellefonte, August 8lh, 1867. 
Having examined and tested Peirce's Patent Noiseless Slates and Stone Slate Surface, dr. 
recommend them and their use in the school room, as being superior to all other Slates and 
surface we have ever seen : 

Z. Edwards, Dep't Education. Washington, D. C. 

¥. A, Allen, Prin. State Normal School, Atanslleld, Pa. 

H. D. Walker, Prin. Orangeville Slate Soldier Orph. School. 

Chas. W. Deans, Prin. Harford State Soldier Orph. School. 

Edward Brooks, Prin. State Nor. School, Millersville, Pa. 

I. S. G'&lST, Professor in " " " " 

C. H. Hardiko, •' " " " " 

A. O. Newpher, Superintendent Schools, Columbia, ^'^ 
J. E. Thomas, Prin. Pin4 Grove Academy and Seminary, ' 
Joseph Wauou, Principal UoUidayibury Seminary, " 
M. B. Grant, " Greensburg Ada demy, " 
W. Henri Parkbe, " Ring. Gram. School, Phila. ' 
Wm. F. Wyers, " Wyer's Boarding School, " 
Andrew Bu»«T, " bth Ward School, Pittsburg, '* 
S. S. Jack, " Sewinckly Acad'y near Phila. '■ 
W. W. Woodruff, Superintendent Chester County, " 
S. C Gilchrist, ' Washiugton " " 
^artin Mohleb, " Mifflin " '• 

B. .McPkvitt, " Huntington " ' 

K. T. Burqan, Sup' t Model School, Keystone State Normal School, Kutzlown, I'a. 
Jas. H. Raskis, Bellefonte, Pa. 
J. R. SVPHEB, N. y. Tribune. 



Office of Controllers of Public Schools, First Districl of Pennsylvania, 
Philadelphia, December 2'2, 1866. 
At a meeting of the Controllers of Public Schools, First District of Pennsylvania, held iti 
the Controllers' Chamber, Friday, December 21, 1866, the following resolution was unani 
niously adopted : 

Ki-scived, That Peirce's Patent Slates and Slated Goods, be used in the public schools of t!ii« 
di.*ti'iet. [From the Minutes.] 

H. L. Halliwell, Secretary. 

These Slates have also been adopted by unanimous vote of the Board of Directors of Wasl»- 
inKtun, also for the public schools of Baltimore, and are used in the public schools of Sostoii 
Cincinnati, Chicago, St. l.ouis, and many other cities. 

^S&^Bcicare of Imil.ilion Surface. Ask for Peirce's Patent. 

I. NEWTON PEIRCE & CO., Manufacturers, 

<icrv-6t 427 North Eleventh street, Philadelphia. 



CompUetl by ^tlexander Clnrk, *1. JfW. 

'■"Tll'e m'ti'st ihstnictive and interestiii}^ book of the .kind. 



It has ]-eceived the highest reconimendatidiis from leadin<^ 
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MARYX^ANB 

EDUCATIONAL JOURNAL: 

A SCSOOL AJSTD FA3IILY MONTHLY. 

VOL. I. BALTIMORE, FEBRUARY, 1868. NO. 10. 

TKE INSTITUTE— TEACHING ONE ANOTHEE.t^ 

The Teachers' Institute was probably founded for the special 
purpose of mutual aid in the art of teaching. This is a good 
purpose ; but may it not be turned to even a nobler and a better ? 
We should certainly estimate it a higher one, if in such institu- 
tions the teacher not only learned the art of teaching others, but 
the philosophy, rather than art, of social culture. If we learn 
much in schools, we probably learn more in society ; and vastly 
more yet should we learn, were social intercourse wholly among 
those who could increase our ideas, excite our imagination, or 
sublime our thoughts. Of course, I do not mean to apply this 
to the common talk or business of life, but to such meetings and 
intercourse of educated men as admit of free, intellectual com- 
merce. The teachers' institutes ought to be of this character. 
Why not make them what Plato made the Athenian Academy — 
a place of resort to the young, the educated, and the aspiring? 

In a former article, I have spoken of the value and need of 
oral teaching, in opposition to the methods of routine lessons — 
the present fashionable mode in the schools. The lesson or rou- 
tine method has been brought to perfection in Prussia ; and cer- 
tainly it is very admirable when we look at it as an adaptation 
to business merely. But what follows? Every young man there 
moves in a groove. He is educated to be a soldier, a merchant, 
a lawyer, or a minister, and when he is that, he can be nothing 
else. That is not the American idea of capacity or education. 
The American mind must have versatility. American society re- 
quires adaptation to many things. America requires thought, 
philosophy, — a continual ascending towards something higher — 

* This and the succeeding six articles are taken from the Ohio Educational Monthly. 
— Ed. Jouekal. 
1 



290 , Maryland Educational Journal: 

a reaching out to an imaginary ideal beheld in the vision of an 
intellectual and spiritual perfection. A Prussian education -^vont 
furnish food for this appetite. It realizes the practical, but little 
of the possible in the future. Hence, in this country, we want 
something more vivifying than lessons only. "We want the inter- 
course of free and original thought not only in the schools, but 
among teachers ; and that we can only have by oral instruction — 
oral intercourse. "We can not have an original thought which 
has already been printed in a book ; and we can not have an 
original inquiry in a mere lesson. We must go beyond this. "We 
must have free questions and answers — a free jotting down of what 
the spirit brings back when it has been wandering up and down 
on the earth in search of some green and beautiful thing not found 
in its earthly house of clay. 

Now when I commend this oral teaching to the teacher in the 
school, it is not without knowing that, in most cases, this is not 
possible. "When the weary teacher, surrounded by classes, with 
hardly time to go through the course, comes to hear a class of 
dull boys in the Eule of Three, he certainly has little time for 
frequent flights through the world of thought, and yet occasion- 
ally, at intervals, he has a chance for some sudden and stimulating 
exercise of free thought. These are golden opportunities, and 
when he can, let him do what he can in bringing out the very 
mind itself. But let us suppose he can do little of this in school ; 
can he not do something for himself and something for others in 
the institutes ? Why should not the American Institute be equal 
to the Greek Academy ? It is true there will be no Plato there, 
but there may be a greater than Plato in some things. Certainly 
the additions to knowledge and thought, to religion and politics, 
in two thousand years, are such as make even a very common 
man greater than Plato in most of the ideas which distinguish 
the modern world. 

But let me here refer to the fact, that the ancients seem to have 
excelled us in this mode of instruction. Greece was not the only 
place which had its academies of philosophy. A most interesting 
article on the Talmud, in the London Quarterly, gives us a most 
valuable piece of information on the Jewish system of education. 
I had supposed (the idea drawn perhaps from the extreme exact- 
ness of the Levitical Law and the necessary education of every 
Jew in it) that Hebrew schools were conducted on the lesson 
method, and very precise in their instructions; but the following 
paragraph has given me a new view of the subject: 



A School and Family Monthly. 291 

"Eighty years before Christ, schools flourished throughout the length and 
breadth of the land ; — education had been made compulsory. While there is 
not a single term for school to be found before the captivity, there were by that 
time about a dozen in common usage. Here are a few of the innumerable 
popular sayings of the period, betokening the paramount importance which 
public instruction had assumed in the life of the nation : ' Jerusalem was de- 
stroyed because the instruction of the young was neglected.' ' The world is 
only saved hy the breath of the school children.' " 

This is language which may well be used in our country. Jeru- 
salem before the captivity was ignorant ; and was it not because 
she was ignorant that the hearts of the people were turned away 
from God, and she incurred those prophetic denunciations which 
resulted in captivity and suffering ? 

But how were the schools taught ? In what methods did the 
teachers of Hebrew scholastics train the minds of the young 
scholars ? Hear again : 

" The ' high colleges ' or ' kallahs ' only met during some months of the year. 
Three weeks before the term, the Dean prepared the students for the lectures 
to be delivered by the Rector, and so arduous became the task, as the number 
of disciples increased, that in time no less than seven Deans had to be ap- 
pointed. Yet the mode of teaching was not that of our modern universities. 
The professor did not deliver lectures which the disciples, like the student in 
' Faust,' could comfortably take home in black and white. Here all was life, 
movement, debate : question was met by counter question, answers were 
given wrapped up in allegories or parables, the inquirer was led to deduce the 
questionable point for himself by analogy — the nearest approach to the Socra- 
tic method. The New Testament furnishes many specimens of this contem- 
porary method of Instruction." 

Here we have a new idea of Jewish schools, and in it we see 
how it was that Paul became such an accomplished scholar and 
debater, and how the educated class of the Pharisees became in 
fact scholars, learned in the laws and customs of their day. 

But the interesting point of this information is, that the col- 
leges of the Jews were really philosophical institutes — debating 
societies engaged on the highest problems of education and re- 
ligion. A large part of all their instruction was oral, using 
largely, also, the Oriental mode of speaking in figurative lan- 
guage. That language was adapted to the earlier ages of society, 
when the human mind was not yet capable of that entire abstrac- 
tion which the description of historical events and philosophical 
ideas always implies. Language, as we now have it, is wholly 
abstract. In this respect, I think it better for teaching than the 
figurative style. Figures of speech are always cumbrous, and 
are incapable of expressing the operations of the mind. The 
Greek schools used the same oral-questioning method, but with 
the most refined language, dropping the figurative style alto- 
gether. 



292 Maryland Educational Journal : 

But in the accounts of the Gfreek Academy and the Hebrew 
" Kallah ", -we see how well the classic nations understood the 
theory of giving and evolving ideas. The Hebrews were at the 
head of the religious and the Greeks of the scientific develop- 
ment of the world. Yet they both agreed in the Socratic method 
of questioning, debating, and orally evolving ideas. " All was 
life, movement, and debate." It was, in fact, bringing mind in 
contact with mind, and, as the steel strikes fire from the flint, 
evolving the light and brilliancy of the excited intellect. 

And now I would ask. Can we not make the Teacher's Insti- 
tute into something like the Academy or the Kallah ? It is true, 
we can not have Plato, nor Gramaliel, nor Paul, the most illus- 
trious pupil of the ancient schools, but we can have the best 
minds of our times ; for, be assured, all minds worth knowing 
will be glad to enter and take part in an assembly where all the 
highest problems of human nature are discussed in a free spirit. 
This is just what our country wants. It wants a free forum ; 
and we have it not unless educational discussions afford it. "We 
go to church, and one speaks our own sentiments. We go to a 
political meeting, and it is managed by one party and addressed 
by one side. We go to a concert, and we have music in which 
we have no part. We go to a fashionable party, and we hear 

nothing! We go to school, and we learn a lesson ; and 

when we don't learn, we hear one recited. Where is the com- 
munion of minds? Where is the evolution of ideas? Where is the 
sympathy of souls ? We are deficient in something — what is it ? 
We are too much of the earth, earthy. Can we not devise some- 
thing which, for a brief hour, on life's dusty road, will lead us to 
green meadows and pleasant waters ? 

It seems to me that there is a possibility that teachers' insti- 
tutes may become such a device. Perhaps it is only a possibility. 
But let us try it. The teachers began these institutes with a 
strong smell of the shop. Now that is to be avoided, except in 
purely business meetings, and there is plenty of time for them. 
In two or three meetings I attended, I observed that the meet- 
ings gathered strength just as the subject of discussion became 
general and the problems large. Now I would have teachers in- 
stitutes meet at an early hour, and transact whatever pertained 
to them as teachers. Then I would have them resolved into a 
forum for the discussion of all the great problems of human life, 
the institute preserving its own officers and rules for the preser- 
vation of order. All problems enter into the proper culture of 



A School and Family Monthly. ^ 293 

the human mind. Some have been thought of, perhaps well 
studied by one class of persons ; another, by another. Let all 
educated people be invited, and let them come prepared, as in the 
formation of a library, each to lay his own book upon the table. 
Then all will gain something. All will be life, movement, de- 
bate. There is only one institution which corresponds to this 
plan, and that is forced into narrow limits. That is the British 
Association for the Advancement of Science. There is a similar 
one just established in this country. But they are neither so 
broad nor so useful or popular as will be a teachers' college for 
the discussion of great, social, and enduring problems of human 
life. We want something which will bring out the living thought 
and the immortal spirit. E. D. m. 

Morrow^ 0. 



THE OEGANIZATION OF SCHOOLS. 

BY PROF. WM. r. PHELPS. 

In a former article on this subject it was stated, (1) that pre- 
vious to engaging his services, a teacher should carefully con- 
sider the question of his adaptation to the particular locality and 
school which he proposes to serve ; (2) that this question should 
likewise be studied by the school officers ; and (3) that pending 
the negotiations for a school, teachers should not fail to make 
known to the employing officers the views which are to control 
them in its organization and management, while the contract 
should bind the officers to the support of such measures as may 
be in accordance with these views. 

IV. Our next proposition is, that one or more of the trustees 
should accompany the teacher to the school house on the opening day, 
and give him a suitable introduction to the school. 

When a school fails to teach good manners and the common 
courtesies of life, it fails to realize one of its most vital objects. 
A civil ignoramus is to be preferred, ordinarily, before a learned 
boor. No man is properly educated who is not a gentle-maxi. 
There is great force, too, in the maxim that "manners make the 
man." That kind of education which neglects to cultivate the 
personal habits and manners of the child, is of very questiona- 
ble utility. Our American schools, and especially our common 
schools, do not usually overburden themselves with this sort of 



294 Maryland Educational Journal: 

teaching. The cultivation of those tastes, feelings, and practices, 
which belong to a refined social state, are, it must he confessed, 
by far too generally neglected. It is not uncommon, to speak 
frankly, for rowdyism to be rampant in these " colleges of the 
people." Eespect for superiors and equals, reverence for author- 
ity and the true amenities and courtesies of life, are virtues too 
rarely found illustrated among the children of our country. "We 
say, then, let the opening day of the school be made the occasion 
for at least one impressive example of propriety and good breed- 
ing. 

But there are other reasons which justify this step. The 
teacher thus accompanied by the authorities of the district, car- 
ties into his work the full weight of that authority as well as of 
his own. He is thus placed in a position to command, in the out- 
set, the respect of the children and their parents. It gives him 
a prestige which, unaided and alone, he can not enjoy. The 
occasion, too, may be embraced by the school officers to explain, 
briefly and pointedly, to the children the duties which they owe 
to the teacher, and which they are expected faithfully to perform. 
They may be made to understand that the teacher is to be sus- 
tained in all just measures for the welfare of the school and the 
progress of its pupils. 

V. This should be followed by a brief, familiar, and appropriate 
address by the teacher to the school. 

The aim of this address should be kindly to explain the mutual 
relations which exist between teacher and pupils, and to bespeak 
from the latter that cordial cooperation which" is so indispensable 
to the success of the work about to be undertaken in their behalf. 
The teacher should thus strive to produce a pleasing j^rsf impres- 
sion upon his pupils, and make them feel that he is to be to them 
a companion and friend, intent only upon making them better, 
wiser, and happier than he finds them. 

VI. The next step should be to engage in some appropriate gen- 
eral introductory exercises. 

These exercises may consist of singing some familiar pieces, or 
of such devotional services as may accord with the views of the 
teacher and the proprieties of the occasion. As we are ever de- 
pendent upon the care and protection of the Supreme Being, it 
is eminently proper that each day of school life should be begun 
with an acknowledgment of that dependence, and an invocation 
of the Divine favor upon the serious and solemn task of educat- 
ing the human heart and soul. ' If these services are wisely 



A School and Family Monthly. 295 

adapted to the circumstances and condition of the school, they 
will become interesting and impressive, and will affect the hearts 
and consciences of the young, winning them to the ways of wis- 
dom and the paths of peace. They should be such as the children 
can participate in and appreciate. They may consist of singing, 
the responsive reading of scripture texts, and the simultaneous 
repetition of the Lord's prayer, or they may be varied to suit 
particular circumstances. 

Appropriate general exercises introduced at the beginning of 
the first day, are useful in dispelling embarrassment and in 
establishing that bond of sympathy between the teacher and 
pupils so essential to free and agreeable intercourse. It should 
be one of the first objects of the teacher's care to secure and 
maintain this sympathetic feeling, since it must constitute the 
key note of his success in the work before him. Eightly to enlist 
the emotional nature of children in their school duties, is to win 
the contest almost in advance. 

YII. As a preliminary to the permanent classification of the school, 
the teacher may, for the present, adopt as far as possible the classifi- 
cation of his predecessor, with the distinct reservation that he shall 
exercise the right to alter or modify it to suit his own views and cir- 
cumstances. 

This plan is recommended in order to avoid the danger of 
arousing the prejudices of the pupils by radical changes of clas- 
sification before the teacher has had time firmly to establish him- 
self in their confidence. This is a matter about which children 
are extremely sensitive, and there is great necessity for caution 
in these first steps. Assuming the classification as already speci- 
fied, the teacher may proceed to ascertain what studies have been 
pursued by the several classes and to what extent, preparatory 
to the assignment of lessons for the succeeding day. Under 
cover of these lessons, a careful and minute examination of the 
pupils may be carried on with a view to determine the real stand- 
ing of each and to make such modifications of the classification 
as the result may seem to demand. 

At this point, too, the names and ages of the pupils may be 
registered by classes, mainly for the purpose of assisting the 
teacher in learning the names and in recording the results of 
his daily observation of their standing as evidenced by the ex- 
aminations under cover of recitations. During the recitations, let 
questions in review of subjects pi-eviously passed over, be freely 
asked as well as tests of mental power be made, in order that a 



296 Maryland Educational Journal: 

true diagnosis of each case may be carefuUj determined with 
reference to the permanent classification. This plan may be pur- 
sued for several days and until the teacher has become familiar 
with the standing of every pupil and has secured a complete 
record of the results obtained. He is thus prepared to take 
another step in the direction of a more nearly perfect organiza- 
tion. This with other steps we shall next consider. 



THE CLASS EO OM. 

INTEREST — LESSON I. 



Of late years I have succeeded so badly in assigning lessons 
for my pupils to learn and recite, that I have entirely abandoned 
the practice. I have no recitation, properly so called ; the pupil 
comes to the class to be taught and not to show what he has 
learned. In my teaching I aim to make the pupil the discoverer 
and not the mere receiver of truth ; to assist him to derive his 
knowledge of the subject under consideration from his observa- 
tion or from his reasoning, and to ally his newly attained knowl- 
edge with what he has before learned. I continue to question 
him upon the same point till the answers show that the subject 
is understood ; and these answers must be so complete and ex- 
plicit as to be intelligible without the question. ISTo other prepa- 
ration is required on the part of the pupil than his bright, 
thoughtful attention. This I secure by being in earnest and 
being myself. 

The following lesson on interest is given as an illustration of 
my plan. A few questions have answers appended in italic, thus 
showing the point aimed at. When the question requires a term 
for the idea just obtained, no answer can be given by a class totally 
ignorant of the subject, and, with such a class, the question had 
perhaps better be omitted : 

William Cook has intrusted me with a sum of money which I 
am to return to him in one year. Should I pay him for the use 
of his money, or should he pay me for its safe keeping? Why ? 

What evidence should I give him of my intention to pay at 
the end of the time agreed on ? Should my promise be oral or 
written ? Why ? 



A School and Family Monthly. 297 

"What name have we for a written promise to pay money ? 
"What is a note ? 

Who in this case would be the maker of the note ? "Who would 
hold the note, I or the lender ? Why ? 

A note being a written promise to pay, my note must of course 
promise to pay William Cook the sum borrowed, one year after 
date. Must I promise to pay any thing besides this? 

Yes. You must promise to pay something for the use of his money. 

What shall we call this money paid for the use of money ? 
What is interest? Who pays interest? Why? Who receives 
it? 

When I settle with William Cook, will I pay him the same 
sum I borrowed or more ? Why more ? How much more ? 

Which will be the greater sum, the money borrowed or the in- 
terest? Which then will be the principal part of my indebted- 
ness ? What name then shall we give to the sum borrowed ? 
What is the principal ? 

What did you say would be the amount of my indebtedness at 
the year's end ? What shall we call the principal plus the in- 
terest? What is the amount ? Principal, $100; interest, ^15.60: 
what is the amount? Principal, $1,000; interest, $112.75: what 
is the amount? Principal, $a; interest, $6: what is the amount? 
What do I mean by a dollars ? By h dollars ? 

Would you write a note in pencil ? Why ? Would you think 
it safe to express the principal in figures ? Why ? 

Is it important to have the date of the note clearly expressed ? 
Why ? Would you take equal pains to designate the place. State, 
and county in which the note is made ? Why ? 

A note should always contain the words " value received," can 
you tell why ? 

What is the most convenient method of reckoning interest 
upon money ? To take a certain per cent, of the principal ? 

Can you tell why this is more convenient than to specify the 
sum to be paid as interest ? 

If I were to promise to pay five per cent, interest, how much 
would I pay for the use of $100? $1,000? $10? $1? $100a? $a? 

For what time will five dollars pay for the use of $100 at five 
per cent, interest? What would be the interest of $100 for 2 
years ? 3 years ? 2J years ? J year ? f year ? What would be 
the interest for a years ? 

Now tell me what a note should contain ? What should be 
written first? Where shall we place the date? Where do you put 



298 Maryland Educational Journal: 

the date of a letter ? What eomes first in the body of the note ? 
The time. "What time ? The time for which the money is borrowed. 
What comes next? The promise. What then? The rate per 
cent, interest. 

Where should the name be subscribed ? Is that the place to 
sign your name to a letter ? 

Write a note on your slates, promising to pay me $100 ninety 
days from date with seven per cent, interest per annum. Henry 
write yours on the board. 

I find most of your work correctly done. As an exercise we 
will work thirty miscellaneous questions in percentage, which 
please bring to the class to-morrow on your slates.* Excused. 

Marion, 0. w. w. 



WHEEE DOES SUNDAY BEGIN? 

BY W. D. HENKLE, SALEM, OHIO. 

If a traveller should leave Columbus, Ohio, at noon on Satur- 
day and go westward keeping pace with the sun, he would arrive 
at Columbus at noon on Sunday. His noon would continue for 
twenty-four hours, and Saturday noon would change to Sunday 
noon without an intervening night. Where would the change 
occur? 

If a man should start from Columbus at noon on Saturday and 
travel east one degree, he would hasten the first noon that would 
occur after his arrival, four minutes ; but if he should travel west 
one degree, he would delaj^ the first noon after his arrival, four 
minutes. Now if two men should start from Columbus and travel 
round the earth, one going east and the other west, and should 
meet each other at any point, whether half way round or not, it 
would be found that one would have set the hands of his watch 
forward four minutes for every degree that he had travelled east, 
and the other would have set the hands of his watch backward 
four minutes for every degree that he had travelled west. There 
being 360 degrees of travel, the sum of the minutes of change in 
the two watches would be exactly twenty-four hours. But the 
watches at the meeting-place would indicate the same hour of the 
day, and hence the travellers would agree as to the time of the 

* Is not this the assigning of a lesson to be prepared and recited ? — Ed. 
Monthly. 



A School and Family Monthly. 299 

day but tliey would differ just one day as to the day of the week, 
the eastward traveller being a day ahead. Every additional 360° 
travelled jointly by the travellers would make another day's dif- 
ference in the week, until they should travel jointly seven times 
360° when they would not only agree as to the time of day but 
as to the day of the week. They would, however, disagree seven 
days as to the day of the month. K they should travel jointly 
twenty-eight times 360° and meet on some day of February in a 
common year according to the count of the westward traveller, 
they would agree as to the time of day, the day of the week, and 
the day of the month, but not as to the name of the month, the 
eastward traveler calling it March. If they should travel ninety- 
one times 360° and meet on some day of April according to the 
westward traveller, they would agree except as to the name of 
the month, the eastward travelle]^, calling it July. If they should 
travel jointly 245 times 360° and meet according to the westward 
traveller in May, they would agree as before, except that the 
eastward traveller would call it January of the following year. 

Such discrepancies might occur in common years in a dozen 
other ways. For instance, for ninety-one times 360° we might 
also have the months September and December. In leap years 
about sixteen such instances might be given not going beyond 
336 times 360°. If they should travel 2191 times 360°, they 
would agree as to the time of day, the day of the week, the day of 
the month, and the name of the month, but they would differ six 
years as to the number of the year of the century, provided there 
should be one intercalary day between their dates. 

To bring about such results, there need be no restriction as to 
the time of starting nor rate of travel. If the two supposed 
travellers should not live to carry out the plan, there would be 
the same results if the travel is finally completed by any of their 
immediate or remote descendants, provided they should retain 
the same mode of counting time. 

Now what have been the facts as to the emigrations of per- 
sons belonging to nations that designate days by seven distinct 
names. Starting from Europe the emigrants to India, China, 
Australia, ISTew Zealand, the Society Islands, etc., reached these 
countries and islands by eastward travel, and hence the time used 
by Europeans in all these places is in advance of that in Europe. 
All of both North and South America (except the late Eussian 
America) was settled by westward travel from Europe, and hence 
the time is behind that of Europe. Still more, American mis- 



300 Maryland Educational Journal: 

siocaries travelled west in 1820 to Honolulu in Oahu, one of the 
Sandwich Islands, and thus made the time in the Sandwich 
Islands slower than that in California. The Society Islands lie 
between 151 and 152° west longitude from Grreenwich, and the 
Sandwich Islands between 155 and 161°. Hence the diiferenee 
in time between them is a little more than one day, or twenty- 
four hours — that is, there has been an overlapping of the waves 
of eastward and westward emigration. But this overlapping is 
still greater between the eastern part of Eussian America in long. 
130° west and the westernmost of the Sandwich Islands. Eus- 
sian America having been settled by eastward travellers, the tim« 
is in advance of that in Europe and Asia. The time in the most 
eastern part of it is twenty-six hours in advance of that in the 
westernmost of the Sandwich Islands. It seems, then, that the 
first persons in the world that begin to count Sunday are the 
Eussians in Eussian America. If the proposed traveller from 
Columbus west with the sun, should be able to call for the day 
loud enough for all the persons for thousands of miles on his 
right and left to hear him, after leaving the United States the 
British fur-traders would answer " Saturday noon " until he 
arrived at long. 130°, when he would hear the Eussian answer 
" Sunday noon," and this answer would continue from the north 
for the remaining portion of the trip, but when arriving at 150° 
a like answer would be heard from the Society Islands south of 
the Equator. When he arrived at 155° he would hear from th€ 
Sandwich Islands " Saturday noon," but at the same time from 
Eussian America and the South Pacific Islands " Sunday noon." 
After passing the Sandwich Islands he would probably hear only 
" Sunday noon " for the rest of the journey. I should have 
stated that the traveller after reaching the longitude of the east- 
ern part of Eussian America, namely 130°, that there would be a 
double response until he arrived at 141°, because there is a por- 
tion of British America north of the eastern strip of Eussian 
America. The response from that region would be " Saturday 
noon," while from the Eussian country just south of it the re- 
sponse would be " Sunday noon." 

As Eussian America has been purchased by the United States, 
Congress will no doubt put back the time by legislation, and also 
abolish the Eussian calendar which is Old Style and twelve days 
behind ours in the month. 

A great deal has been said about the day -line, and some declare 
it to be at 180° of longitude. There is no day-line, as I have 



A School and Family Monthly. 301 

abundantly shown. Navigators generally adapt their time of 
week to that of the port at which they stop. A ship sailing west 
from San Francisco to Hong Kong would leave the Sandwich 
Islands with the time of these Islands, but on arriving at Hong 
Kong would be a day behind. The adaptation to the anticipated 
Hong Kong time could be made at any time on the route after 
leaving the Sandwich Islands or after arrival. Travellers are 
under no necessity of changing their name of the day of week 
at ports at which they stop only temporarily. If they travel 
westward abd return home eastward, their count will be just 
right if they should preserve it throughout the whole trip. If 
they should complete the circuit of the earth and retain their 
count, they would find this count either one day ahead or behind 
that at home according as their travel has been eastward or 
westward. 

From what has been said the reader will be able to explain how 
a navigator might have six Sundays in February in a leap year, 
the last two coming together or in succession, and how he might 
have only three Sundays in February by being compelled to omit 
the fourth by counting Monday after Saturday. 

From what has been said it will readily be seen that Sunday 
lasts on the Earth at present 50 hours. 



THE TEUE TEACHEE. 



A true teacher loves his work. Instead of plodding through his 
duties, day after day, he goes about them with spirit and energy. 
Each day, as it comes, brings new attraction and opens a new 
life to him. He is continually searching for information that 
may be of interest and value to his pupils. His love for his work 
enables him to prosecute it without growing weary or becoming 
disheartened. Each step presents something of interest beyond, 
and the day is never too long. His zeal infuses life and interest 
into his pupils, and they catch his manner, his spirit, and his 
enthusiasm. 

The true teacher feels an interest in his pupils. He takes pleasure 
in pointing out to them the " better way " in all their plans and 
pursuits. He never helps them in preparing their lessons except 
when they absolutely need assistance, and then only by a few 
hints or questions which show the right direction. He shares 



302 Maryland Educational Journal: 

their sports, and by this association finds out their weaknesses 
and faults, and, by gentle influence, aids them to overcome them 
and walk in the path that leads to a noble manhood or woman- 
hood. He feels an interest not only in their studies and pursuits 
but also in them personally. What child will not do all he can 
for such a teacher ? 

The true teacher is always firm. Having once taken a position 
he only yields when he finds he is in the wrong, and even then 
he changes in such a manner as not to indicate fickleness. His 
rules are few and simple, and he requires them to be promptly 
and cheerfully obeyed. But with all his firmness he unites a 
kind and mild manner which causes his pupils to love him while 
they obey his requirements. Even when corrected for misde- 
meanors, they feel that he is right. 

The true teacher is blessed with a large share of common sense. 
This guides him in times of trouble, and helps him to manage all 
things with tact and ability. 

The true teacher tries to understand what he teaches. He pre- 
pares himself faithfully for his recitations, never attempting to 
teach a principle which he himself has not mastered. He is care- 
ful to keep posted in what is transpiring around him, including 
discoveries, current events, etc., with a view of using the knowl- 
edge thus acquired for the good of his school. 

He also seizes every opportunity to add to his professional 
knowledge and skill. He searches for the best methods of instruct- 
ing his classes ; visits different schools to witness their working 
and methods ; attends teachers' institutes ; and strives to keep 
well up with the profession m progress. To this end he studies 
works on the theory and practice of teaching, and takes and 
reads educational periodicals. He also feels a fraternal affection 
for all his co-workers in the profession. He regards every earn- 
est teacher his brother, and is ready to give him a hearty grasp 
of the hand. 

These are some of the attributes or characteristics of a true 
teacher, and now let us see what are his motives. 

The grand motive of the true teacher is to do good. He seeks 
to make the next generation better than the present, and, to this 
end, he teaches his pupils to be good, wise, and honorable. He 
strives to develop and improve their mimds, and to lead them in 
the paths of knowledge and virtue ; to mould their characters 
and prepare them for a blissful future existence — and all with the 
hope that he may meet them in that better land beyond the grave. 



A School and Family Monthly. 303 

He looks on his profession as second to no other, not excepting 
that of the minister. 

Another motive is his duty to God. This duty calls him to 
serve his generation, his country, and mankind, and this he feels 
he can best do by teaching. He, therefore, engages in this ser- 
vice as a duty. 

Unfortunately there are those engaged in teaching who are 
governed by other motives. Some are teaching solely to get 
their "bread and butter," and such are daily leaving the business 
to engage in something that pays better. Others make teaching 
a means of preparing for college or a stepping-stone to some 
calling which they like better. These teachers are in the pro- 
fession temporarily, and may not be governed by the high mo- 
tives I have named. But for the blunders they make, or the 
wrong they commit, they are held accountable. 

To those about to engage in a calling so high and noble as 
teaching, let me say look well to your motives. See that they 
are pure and undefiled, that the harvest which you shall gather 
may be sheaves of immortality, and that they may be garnered 
in Heaven. s. 



HOW A TEOUBLESOME PATEOIT WAS MANAGED. 

Soon after I commenced teaching in Marietta, O., in 1816, two 

bright and interesting lads, sons of Judge , entered my 

school. The father was one of the associate judges of the county, 
and was also a good blacksmith. He sent frequent messages to 
me relative to the teaching of his boys, to which, for a time, I 
paid no attention. As these messages became rather annoying, I 
sent a message to him by his oldest son, saying that, as I needed 
a little exercise, I wished that his father would make for me a 
nice light ax (saws were not used at that time), that I might cut 
my own wood. I told the boy to say to his father, by no means 
to heat the iron in making it ; that I would not receive the ax if 
he did so. A day or two after, I met the Judge in the street, 
when he inquired about the ax. I replied that I had sent him 
word to make me one. " And what was the message about not 
heating the iron? " he asked. I replied that 1 sent word not to 
heat it. *' How am I to make an ax without heating the iron ? " 
he impatiently asked. " 0," said I, " hammer it out ; I am aware 



304 Maryland Educational Journal: 

that it will cost you more labor, for which I exj)ect to pay you." 
" And how am I to weld the steel ? " he still more impatiently 
inquired. " O pound away on it till it sticks," I answered, " and 
I will pay you well for your labor." At this point he lost all 
patience, called me a fool, and expressed his regret that I lacked 
common sense. "But can't you do it? " I asked. "Do it," said 
he ; " no one with common sense would ask such a question." 
"Please excuse me, Judge," I replied: "I presume I know as 
little about your trade as you do about mine." The whole mat- 
ter instantly flashed upon him in a new aspect : he stood silent a 
moment, and then turned from me with the remark, " Teach the 
boys in your own way." The boys were a long time in my 
school after that, but never another word from the father. 

Wm. Slocomb. 



A METHOD OF TEACHING SPELLING. 

The spelling begins at the head of the class, and passes down. 
When a word is " missed," the teacher pronounces tne next as 
though no mistake had been made, simply " dotting " the word 
misspelled. If the next speller notices the mistake, he takes up 
the word, and if he spells it correctly, is entitled to the "mis- 
ser's" place, and his word is repronounced to the next speller. 
If number two does not notice the mistake, and spells the word 
pronounced to him, the misspelled word is passed until it is taken 
up by some pupil below who, if he spells it correctly, is entitled 
to the place of the one who missed it. Should the word be missed 
at or near the foot of the class and pass by the head, and thence 
down, the person taking it up is entitled to the place at the head 
of the class as in other cases. Should any words remain at the 
close of the lesson, not having been taken up, they can be pro- 
nounced to the class as missed words and attention called par- 
ticularly to them, or a word having passed round the class can 
be repronounced to the one who missed it, or to any other. 

The method secures a thorough preparation of the lesson, close 

attention in the class, and makes accurate, careful, self-reliant 

spellers. 

James P. Mills. 



A School and Family Monthly. 305 

Special Publisher's Notice. 

Attention is invited to the engraved title page of tlie cover of tliis 
number as foreshadowing improvements to be made in all departments 
of this Journal. We feel encouraged by various flattering demonstra- 
tions to hope that the second year of our enterprise, into which we shall 
soon enter, will be one of prosperity. That there is a necessity for an 
Educational Journal in our State, especially at this time, seems to be 
generally conceded, — quite as much so as to have a publishing house 
for school books. The publisher pledges, that, if encouraged by the 
State, this Journal shall be worthy of all patronage. 

In addition to the writers of ability who have thus far contributed to 
these pages, the publisher has the pleasure to announce that he will be 
assisted by Prof. Thomas Lucy, who, for twenty years, has been con- 
nected with the public schools of the State, and also with various 
literary journals. Professor Lucy will be the active resident editor 
and agent of the Journal in Baltimore, at the publication oflSce, the 
location of which which will be announced hereafter ; though, for the 
present, as heretofore, it is at the printing office of James Young, Esq., 
114 West Baltimore st., who is also authorized to receive monies due 
on subscriptions or otherwise. 



The Teacher. 



A rare combination of qualities it requires to be a good teacher. It 
requires a rarer combination of excellences for a first-class instructor 
than for any other profession on earth, the ministry of the Gospel not 
excepted. And when you find a man who has a genuine sympathy 
with children, especially with boys ; who has the ability to enter into 
their feelings, into their hopes, and fears, and aspirations ; into their 
boyish pride and boyish sensitiveness, and into all the elements that go 
to make up a boy's life ; who has the power to arouse the dormant 
energies in boys, and awaken their minds to healthful activity; who 
has the power rightly to direct these energies, when awakened ; who 
has the ability to subject boys to a thorough intellectual discipline, 



306 Marijhtnd Educalioudl J(/i/ni(/l. 

while, at the same time, he is calling out all the finer qualities of tho 
mind and heart, and cultivating their social aflections, and inspiring 
them with noble aims and generous sentiments; who has the abilit}' to 
lead out and symmetrically develop the powers of boys and make their 
student life a delight, so that, from day to day, they shall go to their 
tasks with spring, and alacrity, and bounding joy, as to the choicest 
recreation ; when you fiiul a man so endowed that he is able to so 
develop the minds of boys as to make them beautiful and gentlemanly 
in their deportment, the elements being so mixed that when they come 
to manhood, all shall rise up and say they are men — when you fiiul such 
a man, ycrtx will find one who is not only worth his weight in gold, but 
who is worth it ten times over — you will find a first-class teacher. And 
that community, down iu the midst of which is dropped such a teacher 
as that, in the providence of God, ought to get on their knees and thank 
the Great Giver for such a treasure. Such u teacher lays any com- 
munity under everlasting obliuation. 



Mnemotechny, No. 8. 

[See FiUKlamentul Basis or Key iu the July Nunibrr.] 

[One of the most ingenious uses of this system is its aj>plication to 
committing a series of isolated figures, even hundreds, in such a way as 
to repeat them either backward or forward, or in any numerical order, 
as called for — which cannot, under any circumstances, be accomplished 
by the natural unaided memory, while with this it can be done in an 
hour. As this exposition would require several pages, we do not care 
to occupy so much space now for that purpose, but will make this 
proposition : — we will seiul, postage pre-paid, a pamphlet containing 
this and many other matters to any one who will send us a subscriber 
and $1.50 in advance.] 

As a preparatory step to further developments, attention is now 
invited to the following three nomenclature tables. ]>y reference to the 
first fundamental basis and key it will be seen that each of these indi- 
cating w^ords — adjectives, common and proper names — contains the 
articulations of its place. The association between the three lists is 
intimate, so that with a slight degree of attention the whole may easily 
be retained in the mind, and will subserve many useful purposes, as will 
be shown hereafter. 



Ji School and Family Monthly. 



307 



1 wet 


hat 


ITayti 


51 late 


lad 


Lodi 


'2 new 


honey 


Noah 


52 lean 


lion 


Leon 


3 hum 


home 


Ham 


53 lame 


lamb 


Jiima 


4 law 


haie 


Kio 


54 lower 


lawyer 


Lear 


f) low 


hill 


Jichigli 


55 lowly 


lily 


]j0well 


(5 shy 


hedge 


Jew 


56 yellowish 


lash 


Elijah 


7 f^ay 


hawk 


Hague 


57 lucky 


lock 


Jiuke 


8 liouvy 


hive 


Eve 


58 leafy 


love 


liovi 


9 happy 


{jope 


Jlebe 


59 allhappy 


lap 


Lybia 


10 (Jizzy 


heads 


] lades 


60 joyous 


cheese 


Jews 


11 dead 


debt 


i)eity 


61 shadowy 


cheat 


Jeddo 


12 downy 


den 


Eden 


62 shiny 


chain 


Jane 


13 dumb 


dame 


Adam 


63 shame 


gem 


Shem 


U dear 


door 


Troy 


64 showery 


shore 


Cheraw 


15 dull 


dale 


Tell 


65 chilly 


jail 


Chili 


IG dashy 


ditch 


Dutch 


66 shewisb 


judge 


Joshua 


17 decoy 


duck 


Dick 


67 chalky 


j%' 


Jack 


18 tough 


dove 


Davy 


68 chafly 


chief 


Jove 


19 deep 


dupe 


Toby 


69 cheap 


ship 


Joppa 


20 nice 


news 


Nassau 


70 gauzy 


goose 


Guizot 


21 neat 


night 


Nod 


71 gaudy 


gate 


Quito 


22 inane 


nun 


Union 


72 keen 


agony 


Cain 


23 numb 


name 


Naomi 


73 calm 


game 


Como 


24 narrow 


lienor 


Nero 


74 irory 


car 


Cairo 


25 anneal 


knell 


Nile 


75 ugly_ 


gale 


Goliah 


26 newish 


niche 


Nash 


76 anguish. 


couch 


Ogeechee 


27 knowing 


knack 


Yankee 


77 quick 


gyg 


Cook 


28 enough 


knave 


Nauvoo 


78 coughy 


cave 


Wykoff 


29 nappy 


knob 


Nubia 


79 gobby 


cape 


Cuba 


30 mazy 


niusc 


Messiah 


80 fussy 


face 


Fez 


31 mute 


mate 


Matthew 


81 fat 


fight 


Fayette 


32 mean 


men 


Maine 


82 fine 


fun 


Finn 


33 mum 


mummy 


M aumec 


83 foamy 


fame 


Fam 


34 mii-y 


moor 


Amour 


84 free 


fare 


Pharaoh 


35 mellow 


meal 


Malay 


85 full 


fuel 


Fayal 


30 meshy 


mush 


Michaux 


86 fishy 


fish 


Feejee 


37 meek 


mug 


Mecca 


87 foggy 


offing 


Fuego 


38 miffy 


move 


Mi fa 


88 five 


fife 


Vevay 


39 hempy 


mop 


Amboy 


89 foppy 


fop 


Ph(jebe 


40 racy 


rose 


Ross 


90 pious 


boys 


Boaz 


41 rid 


road 


Herod 


91 bad 


bed 


Booth 


42 rainy 


ruin 


llhine 


92 puny 


bone 


Eoone 


43 rheumy 


rhyme 


Home 


93 balmy 


palm 


Bahama 


44 rare 


roar 


Aurora 


94 poor 


beer 


Hebrew 


45 real 


rail 


Kaleigb 


95 able 


blow 


Abel 


4G rash 


rage 


Ilush^ 


96 boyish 


beach 


Bush 


47 rocky 


rogue 


Yorick 


97 big 


peak 


Pico 


48 rough 


roof 


Harvey 


98 buff 


beef 


Buffo 


49 ripe 


rope 


Europe 


99 baby 


booby 


Pope 


50 lazy 


lass 


Louisa 


100 disuse 


hot-houses Deseez 



308 Maryland EducalionalJournal. 

School Journals. 

In addition to what was stated on page 264, January number of this 
Journal, in reference to the Massachusetts Teacher, we now have the 
following from the Pennsylvania School Journal, referring to the recent 
suspension of the New York Teacher, or, more properly, its mergence 
into another periodical : 

*'At first view this looks badly for the teachers and the cause of education 
in our neighboring State ; but we rather suspect the cause is to be found, less 
in a failure of the educational energy and interest of New YorV, than in the 
wrong basis upon which the Teacher — as well as several other State periodi- 
cals — was established and conducted. It will probably be found that when a 
State periodical is started by and as the organ, and is dependent upon the 
means and support of a State Association, it cannot long sustain itself; and 
that, even if afterwards conditionally committed to individual ownership, it 
will ultimately fail. Like every other business enterprise, a School Journal, 
to be useful and permanent, must have a responsible owner and manager, or 
it will die from lack of support. ' ' 

"VVe have an illustration of the same difficulty, says the Ohio Educa- 
tional Montlilif, in the history of the Ohio Journal of Education^ the 
predecessor of the Monthly. No State Association is competent to con- 
duct, for any considerable time, a school journal. It can encourage and 
sustain private talent and enterprise, and this, as all experience shows, 
is its wisest course. 

Deferred Articles. — The following original contributions are on 
file for use in future numbers of this Journal, viz : "Sketch of Rev. 
Dr. Spencer," "Public Instruction," "Professional Courtesy," &c. 



School Mottoes. — Much good may be accomplished and lasting 
impressions made by the use, on the walls of the school room, of good 
mottoes; and we know of none better or cheaper than those furnished 
by J. P. McCaskey, of Lancaster, Pa. He furnishes a series of large 
cards, beautifully printed on both sides, containing twelve excellent 
mottoes, which he will send by mail, postpaid, to any address for only 
one dollar. 

JS@» See advertisement of Fay's great Outline of Universal Geography, 
by Gr. P. Putnam & Sons, 661 Broadway, N. Y. 



g®* See page 305 for a special publisher's notice. 



w3 School and Family Monthly. 309 

Book Notices. 

=*ToM Miller; or After Mavy Days:' J. C. Garrigues & Co., 
Pliiladelphia. 

This is a story of an emigrant family : the mother, a quiet woman of 
strong faith : the father, a person devoted to the world, and hard a.s 
the nether mill stone. The children follow the father, and not the 
mother; but she never faints, hut labors uncomplainingly until, in her 
western home, she meets death as only a Christian can. This event is 
blessed to her husband, and to all the children. The characters are 
not overstrained, and the moral is unexceptionable. 



'•WiLLiAiLs' Readable Dictionary," or Topical and Synonymic 
Lexicon, published by A. S. Barnes & Co., N. Y. This is another one 
of those practical books for schools and private students, for which 
these publishers are famous. The objection against the ordinary dic- 
tionary, as a reader, that the subject changes too frequently, or the 
stories are too short, does not hold good against this. 350 pages. 

'•' A Summary of English ami of French History'' for the use of 
schools, by A. S. Barnes & Co., N. Y. More easily learned than a 
mere chronological table, and of infinitely greater value. 32 pages. 

The Good Man's Legacy. An excellent sermon, by Rev. Samuel 
Osgood. D. D. With portrait and sketch of Dr. Richard Rothe, of 
Heidelburg. Price 25 cents. 

Consumption; Its cause, and cure by the Swedish Movement. 
With illustrations and directions for home application, b}' David Wark, 
M. D. Price, 30 cents. 

Education of the Heart. The necessity of moral culture for 
human happine.=s. By Hon. Schuyler Colfax. Sent post-paid for 10 
cents. Address the publisher, S. R. Wells, 389 Broadway, N. Y. 



The Kew Eclectic for March, is upon our table. It is embellished 
with a portrait of the English statesman, Hon. Wni. E. Gladstone, 
besides being freighted with choice selections of literature. Turnbull 
& Murdoch, publishers, 49 Lexington street, Baltimore. 



Virgil's ^Eneid.— Messrs. Eldridge & Brother, 17 South 6th st., 
Philadelphia, publish a Latin series of which they will send copies for 
examination, gratis, to every teacher of Latin in the United States, on 
application, accompanied by a catalogue of the institution with which 
he is connected, or of which he is the principal. 



310 Maryland EducationalJournal. 

Local School Intelligence. 

School Exhibi'iton. — The total nett proceeds of the recent series 
of three school exhibitions, held in Cumherland, at the close of the 
public schools, for the purpose of raising means to purchase an instru- 
ment and library, as reported to President Shober by the connnittee of 
teachers having it in charge, was $143.85, which has been appropriatetl 
to the purchase of an organ for the schools. 



Ji@" The proceedings of the Teacher's Institute of Anne Arunde] 
county, recently held, as also other local mattei*s, are unavoidably 
omitted ; but hereafter, in the new volume of this Journal, we shall 
specially report all such meetings. 



JIS@°" The number of students at St. John's College is steadily on the 
increase, and the success of this venerable institution, under its present 
organization, is regarded as certain. The course of lectures now in 
progress of delivery by the different professors, escites much interest, 
especially among members of the legislature. 



Dull scissors easily sharpened by the use of the " Ladies' Gem,'' 
consisting of sharpener, ripper, button-hole cutter, and nail cleaner, 
to be had of J. Ahearn & Co., 63 Second st.^ Baltimore, for 50 cents, 
by mail. 

Ink. — For a good article of black ink powder, anti-corrosive and 
frost-proof, send 25 cents to Box No. 77, Shiremantown, Pa. 



" Shemariah." — We have received several copies of pamphlets con- 
cerning educational subjects, which we have not had time thoroughly to 
examine. Address, " Shemariah, 84, Nassau St., New York. 



A Fine Art. — If we had ever had a doubt as to whether printing 
was an art, such doubts would have been removed by an inspection of 
No. 1, Vol. 3, of Messrs. Conner's Sons' N. Y. " Typographic Messen- 
ger," a publication of interest not only to printers. 



g@=" If all the money wasted in destructive wars should be expended 
in works of improvement, what a Paradise the world would become. 



THE ECLECTIC lEDIGAL JOURNAL, 

ryf Pennsylvania, pu])lished monthly, contains forty-eight pages of original 
matter. Price, $1 per annum. The contents are suited to the masses. 
Premium engravings, valued at $2, given to all subscribers. Specimen 
copies free. Please address JOHN BUCHANAN, 

337 North llth street, Philadelphia, Pa. 

THE MOWT-HLY BULLBTIIT. 

CUMBERLAND, MD. 

Bj- E, S. Zevoly, oftho Md. Educational Journal, — formerlv ofihc Cum- 
l)erliind Weoklv Bulletin, N. C. Beacon, Greensboro Patriot, Cincinnati O. 
Daily News, Washington Correspondent, Teacher, Artist, and so forth, Ac, etc. 

Are unsurpassed for Corivpleteness , Simplicity and Economy. 

These School Records are the result of practical experi- 
ence as a TeacliBr and Superintendent. They are specially 
designed for the use of Teachers who prefer to avoid the ex- 
pense and inconvenience of more than one hook, and yet 
desire to keep a complete record of each pupil. 

Universal Records for Pupils, 24 pages, style 1* | 08 

Universal Records for Pupils, 24 pages, style 2 10 

Universal Records for Teachers, 48 pgs folio thin sides 1 00 
Universal Records do. 192 pgs folio, heavy sides 3 50 
Universal Records for Professors, 48 pgs folio thin sides 1 00 
Universal Records do. 192 pgs folio, heavy sides 3 50 
Universal Records for Superintendents 144 p cap heavy 1 25 
Universal Records do. 288 p cap, cloth sides 2 25 

Universal Records for Examiners 48 p folio, heavy sides 1 75 
Universal Records for do. 48 pages folio cloth sides 2 50 

Blank Certificates of promotion per thousand 3 50 

Blank Reports to Parents^ per thousand 3 50 

Blank Reports to Superintendents, per hundred 2 25 

*Has spaces for punctuality, attendance, deportment, and 
recitation. No. 2 has spaces for punctuality, attendance, 
deportment and five separate recitations. 
Any of the above sent prepaid on receipt of retail price. 

HAMILTON S. McRAE, Muncie, hid. 
Or Ben Franklin Book and Printing Co., Indianapolis. 
On receipt of 65 cts I will send by mail prepaid a specimen 
copy of either the teachers' or professors' records, h. s. m. 



■ — "Now, then^ fust boy in 'rithmetic, how many white 
beans are ther in ten black ones ?" ''Ten, sir^ ef you skin 
'em," was the reply. 



THE NOR^VICH SONG ROLL. 

PATENTED BY H, Y. EDMOXD, 

The Norwicli Song''Roll is a recent invention, designed 
jtiimarily to increase the interest and improve the singing: 
in the Sabbath School ; it can, hov,-evev, be used with eipial 
advantage in tlie Day School aiul Lecture Kooni. 

By the Song Roll scholars are trained to sing in a posture 
most favorable I'or the voice, the eyes of all being concen- 
trated upon a common object. 

With the aid of the Stencil plates any hynni or song can 
be readily printed, so that a school can be furnished with 
new pieces without the expense of new books. 

The Roll itself is an ornament no less than a convenience 
wherever set up, and being on castors can be easily moved. 

PRICES — No. 1. Mammoth size, easily read at a distance 
of 90 or 100 feet, 10 feet higli by 5 ieet wide, each $-^5. 

It includes 50 yards of paper 50 inches wide, a set of sten- 
cil plates with capital and small inch and a half letters, and 
two cups of colored paste, sponge t^' brush, with two hymns 
as starters. 

No. 2 — Common size, easily read at a distance of 00 feet. 
Nine and a half feet high, by -1 feet 8 in. wide, each $35.- - 
This includes everything as above, with paper 48 inch wide, 
and Stencils one a quarter inch letters. 

No. 3 — Small size, lor infant classes, G feet high by 3 ft. 
wide, each $25. This includes 25 yards ])aper of 30 inches, 
stencils of 1 inch letters and the rest as above. 
Boxing, each $1,50 to $2. Address 

AUG. 0. VAN LENNEP, 
General Agent, 54 Cedar street, New York. 

CuinherlancL McL, Weeldij Fojicrs. 

Civilian and Telegraph, by Wm. li. Lowdermilk, $2 per 
annum — Republican . 

Cumberland Union, by Mattingly t^' Steiner, $2 per an- 
mim — Republican . 

Democratic Alleganian, by W. E. Weber, $2 per annum 
- — Conservative. 



The Sunday School Teacher 



.aiL i'j - Q:ii , , . • . / A , . 

Inters upon its Third v far under the most proinising (.irciinistances. •" Its circu- 
lation has oouiJiJil) during tlie past year. It has received the highest encomiums 
from ])ractical Sunday School men in all parts of the land. During the coming 
year no effort will be spared to majce t!ie improvement in its. character correspond 
witi) its increased ]5rosperity. ' ' •• • 

It is the ONLY Magazine in ihe United States devoted to the interests 
()i- Sunday Schooes. It is published under the auspices of the Chicago Sunday 
Sciioor, Union, and its Catliolicity is guaranteed by the fact that it is edited under 
liie supervision of a commiitee ov eminent clergymen, representing five of the 
leading denominations. Its Manac;ing Editor is Rev. Edward Eggle.ston, well 
known as a writer and Sunday .School worker. Its corps of contributors comprises 
all the eminent Sunday School men, East and West, Vjesides several in Euro])e. 
Its s|)ace is loliclly given to matters of interest to Sunday School laborers. 

The Course of Lessons 

has attained a remarkable success. In each nuTiber of the Sunday School 
Teacher are lessons for each Sabbath in the rrionth, comprising a Passage ok 
ScKiPiUKE, an Analysis, a Golden T£xt, a Central Thought, a Topic eok 
Medi'iation, a Series of Que.stions and carefully prepared Notes with Sugges- 
tions to TEAC'7t;RS as to the best mode of giving the lesson. All of these exxept 
the Notes and Suggestions are also published on a "Lesson PaI'ER" of four page* 
issued monthly for the use of scholars. No course of lessons so complete in all rc- 
s])ects has ever before been published. 

The Lessons eor 1868 

will be entitled A YEAR WITH THE APOSTLES, and will be superior in every 
res])cct to all previous ones. See second page of this Prospectus. 

Infant Class Teachers 

will find a Model Infant Lesson in each number. Infant Class Outlines ar« 
also published for each lesson of the course. 

Th"e Blackboard 

is kept prominently in view and Outlines of Exercises .-iie given for each Sabbath 
in the year. 

Sunday School Concerts 

will receive especial attention during the coming year. Directions for conducting 
them will be given, and exercises appropriate for use will be inserted. 

The Library. 

Valuable jjapers are given from time to time upon the selection and management 
of the llbrarv. 

JEVERYTMING 

connected with Sunday School management and teaching, everything relating to 
Childhood Conversion and Children's Meetings, everything relating to the 
great Convention Movement and the conduct of Ins'i ii ittks is embraced in the 
scope of this Magazine. 

Sunday School Music. 

-A new piece of i\lusic in each number. 

In short it is our intention fo render the Sunday School Tea'JHek indispensible 
to all connected with Sabbath Schools in any way. 

rERM.S— Single Subscrii-iions $1.50 per vear, inv.iriabJy in advance. Chibs numbering 10 
or iiiort-, will receive 6 Lesson Papers each month for each subscriber, sent to one address. Ex- 
tra Lesson Papers will be furnished at the rate of ?j.co per hundred. .Specimen numbers 13c. 

!!l^r' St-nd fw Speehnen number before deehUiiff ii2>on your LessMin for IHGH. 

.\ddrc>«« \\i iOT.S, BIi.lCKinE:R, gc LYOIV, Piibll^lieriK, Cliiea««i. 



A Year with the Apostles. 



Xjis^r. ol'I^essoias for the "Yeai' 1 S08, 

PUBLISHED IN 

THE SUNDAY SCHOOL TEACHER. 

1. Peter and John at the Sepulchre. — John xx : i-io. 

2. Emmaus. — ZL?//v xxiv : 13-35. 

3. Jesus in the Midst. — Ljihe xxiv : 36-4S. 

4. Doubting Thomas. — John xx : 24-31. 

5. Jesus by the Sea. — John xxi : 1-14. 

6. Lovest Thou Me ? — John y.-^w 15-23. 

7. Preach the Gospel, — Mark xvi : 15-20. 

8. The Ascension. — Acts'w 1-14. 

g. Matthias Appointed. — Acts'w 15-26. 

10. Pentecost I. — Acts ii : 1-13. 

11. Pentecost II. — Acts ii : 37-47. 

12. The Lame Man Healed. — Acls'vS.: i-ii. 

13. Peter's Sermon on Repentance. — Acts iii : 19-26. 

14. The Prayer and its Answer. — Acts iv : 23-33. 

15. Ananias and Sapphira. — Acts v : i-ll. 

16. In Prison.— y^^^i- V : 17-32. 

17. Stephen Stoned, — ActsViw 54-60. 

18. Simon the Sorcerer. — Acts viii : 9-24. 

19. Philip and the Eunuch. — Acts viii : 26-40. 

20. Saul of Tarsus. — Acts'xs.: 1—20. 

21. Eneas healed and Dorcas Raised to Tife. — Acts ix : 32-43. 

22. Cornelius the Centurion. — Acts x : 1-8. 

23. The Gospel Preached to the Gentiles. — Actsx : 34-45. 

24. The Prison Opened. — Acts 12 : 1-19. 

25. Death of Herod. — Acts xii : 20--25. 

26. Elymas the Sorcerer. — Acts xiii : 4-13. 

27. The Gospel Rejected. — Ac^s xiii ; 42--52. 

28. The Cripple of Lys'cr,-?.. — Acts xiv: S--18. 

29. The Stoning of Paxil and His Arrival at Antioch.— /f r/j- xiv : 19.-2S, 

30. Lvdia — Acts w'l: 9- -15. 

31. The Spirit Medium. — Acts xvi : 16--24. 

32. The Jailor of Philippi. — Acts xvi : 25--34. 

33. Thessalonica and Berea. — Acts xvii : 5—15. 

34. Paul at Athens. — Acts xvii : 16--34. 

35. Corinth. — Acts xvi'ii: 1--16. 

36. The Sons of Sceva — Actsxix: 11--20. 

37. The Uproar at Ephesus. — Acts xix : 24--40. 

38. The Long Sermon.— Acts xx : I--I2. 

39. Paul's Farewell Address. ~^<r^'j' XX : 17--38. 

40. Paul's Steadfastness.— .-^tr/'J' xxi : 6--17. 

41. Paul's Arrest— ^rfj xxi : 26--40. 

42. Before the Council Acts, xxiu : 1--11. 

43. The Conspiracy.— ^^/-j- xxiii : 12--24. 

44. Felix Trembled. -^<r/j xxv ; 22--27. 

45. Almost Persuaded.-^<r/j xxvi : 24-32. 

46. The Storm at Sea. -Acts xxvii : 14--32. 

47. Shipwrecked.-^i-/J' xxvii : 33--44. 

48. <' Ma.]tz. -Acts xKyiu : 1--T0. 

49. Paul at Rome.- ^f/j xxviii: 15--31. 

50. Paul an Example.- i T/m. i : 11--17. 

51. The Trib ilations of Paul.— 2 Cor. xi : 23--'s'? 

52. P.-iul Ready to Die.-2 T/m. iv : 6--18, 



1 86 8. J T/ie Sunday School TeacJier. 

LESSON No. I.— JANUARY 5th, 1868. 
Peter and John at the Sepulchre. 

^oi"iptxii*o Lesson ~ eJoliia xx;. 1-1 0. 



1 The first da}' of the week Cometh Mary Mag- 
dalene earlj'. when it was j'et dark, unto the sep- 
ulchre, and seeth the stone taken away from the 
sepulchre. 

2 Then she runneth, andcometh to Simon Pe- 
tei% and to the otlier disciple whom jcsus loved, 
and saith unto them. They have taken away tlie 
Lord out of the seixilchre, and we know not 
where tliey have laid him. 

3 Peter therefore went fortli, and that other dis- 
ciple, and came to the sepulchre. 

4 So they ran both together: and the other 
disciple did outrun Peter, and came first to the 
sepulchre. 



5 And he stooping down, and looking m, saw 
the linen clothes lying; yet went he not in. 

6 Then cometh Simon Peter follov^ing him, 
and Vr'ent into the sepulchre, and seeth the linen 
clothes lie ; 

7 And the napkin that was about his head, not 
lying with ihe linen clothes, but wrapped togetli- 
er in a place by itself. 

8 Tlien went in also that other disciple which 
came first to the sepulchre, and he saw, and be- 
lieved. 

9 For as yet they knew not the scripture, that 
he must rise again from the dead. 

10 Then the disciples went away again unto 
their ovra home. 



GOIjDKN text. — I><?atli is .«w:ill»we<l tip iii victory,— 1 Cor. xv : 54, 
CE^^TIl.4.1, THOUGHT. — t'hrisfs vicloj-y over deatli. 

TOPIC FOR ME»ITAT503f. — TJje caHpSy ioanb «»f vny Nuviour. — 3lyiH. 
xxviii : 6. 

o 

Analysis. — I. Early at the Sepulchre. — Mary Magdalene came to 
the sepulchre while it was yet dark, and found the stone rolled away. 
Supposing that the Lord's body had been carried away, she ran in dis- 
tress and told Peter and John. 

II. llie Beloved Disciple at the Sepulchre. — -John outran Peter and 
arrived first, but from some feeling of reverence, perhaps, he did not 
go into the sepulchre, but looked in. 

III. In the Empty Tomb. — When Peter came up, he, with his accus- 
tomed boldness and earnestness, entered the tomb at once. John, en- 
couraged by his e"s-'ample, went in also. They saw <he empty grave- 
clothes, and John, believed that Jesus had rise'"' fiom the dead, 
then retuiiied heme. 



They 



A.NALYTiCAL Questions. — I. On what day of the week did Mary come ? What 
day was the Jewish Sabbath ? What is said of Mary jMagdalcnc ? — Ilfark .\vi : 9. 
What did Man' think had become of the body? What did she sav to Peter and 
John? 

II. Which ran the faster, Peter or John ? Who was first at the tomb ? Did he 
go in ? What did he do ? What did he see ? Why did he not go in ? 

III. What did Peter do when he came up ? What did John do, then ? W'hat 
did they see ? Describe the inside of the sepulchre. What kind of a sepulchre 
was it? — Luke xxiii : 53. What scripture was it that they did not understand.' — 
Ps. xvi : 10. Where did the discij^les then go ? 

Concluding Questions. — Do you feel as anxious to have Christ with you, as 
Mary did to find his dead body? Are you seeking Jesus ? Do you love Jcsus as 
she did? Do you believe in arisen Saviour? Is he your Lord ? Have you a hope 
of being glorified with him in the resuiTCction ? 



Sins lost at the Sepulchre. — So I saw in my dream, that just as Christian 
came up with the cross, his burden loosed from off his shoulders, and fell from off 
his back, and began to tumble, and so continued to do till it came to the mouth of 
the sepulchre, where it fell in, and I saw it no more. — Biinvaiis Pilgrim''s Frnprss. 



VVH/V'i^ Sl'pkrin iM£Ni)]-:Nrs Say. 



I liavc tbtiiul 'riit; Suachiy Schoi.)! Teacher siicli an excellent auxiliary, that 1 
rej;aiii it as indisyiensahic. In this ooivviction, the teachers of otir school lullv 
concui'. One of the greatest ])cr|)le\ilies that 1 have fouiui, in my experience a> 
superintendent, has been the selection and arr:in!i,etiient of subjects for study. This 
is more than obviated by the a(lmiral)lc system of lessons in the 'I'eacher'! — I'lic. 
C. /.ruu'x, Si//>. />\r/'. S. S.. LfuVi'/iwori/i, h'ai/sas. 

Th'.'y all unite in saying that the plan pursiKd is atlmiiMbk-, and the best tliev 
liaescen. The effect produced upon our scholars has been very beneficial.' It 
we were deprived of the plan jmrsucd by the Teacher, we should substitute, in its 
■ uad, siv.nething very similar, as it is a fa\i'riiv with both scholars ami teachers. 
1 1 h is b»cn a great assistanie 10 the ot'ticers ol the schnol in securing discipline, 
attention, punctuality, anil last, but surely the most imixu'limt, assisting inateriall\ 
in the leading- of our scholars to Christ. — li'iirn-ii C/ionh; .l.rs'/ S/(A. li't\^/,'\' Chapd 
S. S., Washm^lon, J\ C. 

I most heartily reconmicnd the .'-!. S. Teacher. The plan of teaching and the 
s\-.->iein '.f lessons it presents, ai'e eminently fitted to reach the gi.ind end of .Sun- 
day School instruction, .\fter t\vi,i years of accjuaintance with the Ttaciier, and 
with scores of scholars that iiave used it, I feel safe in conunending it to others. I 
ha\-e i\ot yet foimd a school I)ut testilics tt. i*^s suoerior merit. — A'cr'. //. . /. /l/zV/.v, 
SA!,{' J//SS. for ]]'isio>isiii. 

It has been my privilege to visit a good nundjei of Sabbath Schools during the 
,.a>t lew month.s, and tt) introduce the Teacher to many wlio had not previously 
used it- Wherever I have found it in use, its influence was marlietl tor good in 
e\erv particular, training and improving tlie teaclicrs and officers in nietliods and 
spirit!! ilitv, and elevating the standard of Sal)l)ath School ii\struction. 1 .-';cerel\- 
wish that it might f)e adopted in every Sabbath School in tiie land as a text book 
inil a guiile.— />/•. ( '. K. Blackall, /ris.audS. S. Sa'y for Ihc Stahs of Illinois, Mich- 
■i;\ni and Wisconsin, for Am. Haflist J'lik Society. 

The introduction of the S!inday School Teacher into eveiy school in the laml 
wou'd i\o more to !.k\ ati .md improve the system of instruction than any others, 
means with which 1 am ac(p!ai!ited. My personal ol)servatit)n and iutercom-sc with 
superintendents and teachers throughout the -State, have brought me to the abow 
conclusion. I almost invariably find those schools and cominunities whcie the 
Teacher is taken, more earnest and eflicient in their Sutiday School work, than ii\ 
those where it has not beeiA introduced.— A", r\ 11'. /.'. 'D-nox, Slalr Miss. .ijn. S. .S'. 
/ 'iiion for III. 

It gives me pleasure to be per!nitled to s.vy a word i!i lavoidl'the Snnd.!\ School 
Teacher. First, it \s\\:oitlc a7cal\: Sui\day School journal, tliorougtily i!p with the 
limes, and meets a want amongst the teaciiers of our Sunday Schools \wX. hereto- 
fore met. No Sunday School teacher, or superintendent, who is wide awake to his 
dtily, and desires to be up with the times iti Sunday School mallcis, as well as in 
inhers, will be hmg without this journal, after becoming accpiainted with its mciits. 
--/'. /•;. 'Jillin^liasf, Siif. /-irsl /urflisl S. S..I\i:o!i!c':c/. A'. A 

We havebeeii m!ich gratitied with the si!ccess <.>i the S. S. Teai-lui- In oin- oun 
school, it has been productive of very good results. A weekly Teachers' meeting 
iias been establisheil for the study of the lessons, which constantly grows \\\ interest. 
We intend to continue the coiusc next year, satistied that we can ha\e nothing 

better tor the p!!rpose. — yolni .V. M.i/.'/iiJs, .Is.^'/.S'nf. M. A'. I'l/nrcl/, .\c:o l/orcn. 
Conn. 

We have used the Teacher antl (^)!iestion Tapers in niu- scliool the past year, .!nd 
i can sav, from close obscrvalio!!, aiul particular iu(p!iry ol teachers and scholars, 
that good satisfaction has been given ; in fact, I am sure better than any other plan 
\vc have ever adopted. I notice this peculiar fact, that the greater the worker in 
the cause is the teacher, the better he is satisfied, and his or her class satisliei! with 
the lessons. — //. 6'. A'our.v. Sn/. Mr.^f h\iptist S. S., /^nrltlchro, I 'I. 



NEW AND IMPORTANT EDUCATIONAL WORK. 



Fay's Great Outline of Geography 

FOR HIGH SCHOOLS AND FAMILIES. 

The text book in i2mo ; the Atlas in large folio. Retail price, $3.75 ; Library edition, in cloth, 
$4.25. Liberal terms for sch ools. Teachers supplied with a copy for examination at half price. 



"The author of this work presents the puWio 
with an entirely new Bystem of studying; Geog- 
raphy. We confess the plan strikes us with ^eat 
favor. Without disparaging other text books, we 
must say, this seems to us to be more exactly 
adapted to its purpose than any. It is announced 
as being designed for ' High Schools and Families.' 
It certainly Is well advanced. But it is equally, 
we might even say better adapted, for rudimentary 
learners. It is at once simple and comprehensive. 
Its grand merit consists fully as much in what it 
does not contain, as In what it does. The student 
of any science needs first of all to master its salient 
truths, before attempting to learn its minor fea- 
tures. All details, therefore, are fittingly dismissed, 
as only confusing. The maps only note the promi- 
nent points and localities of the world's surface. 
The aim is to fix the gener.il appearance of the 
globe firmly in the mind, with nothing to distract 
or bewilder. This accomplished, knowledge of 
minor facts is easily acquired. Astronomical and 
physical geography are conjoined In this system. 
The student, first of all, sees the world In its most 
general exterior. » • « « The chief towns of 
the world are given, nnobscur«d by any other 
detail, and the teacher, text book _t iuind, accom- 
j)anies the scholar, each with his Atlas, in voyages 
by water and journeys by land, around the earth. 
Committing to memory is no part of the plan for 
studying Geography on Fay's system. It is rather 
the purpose, from accurate and distinct maps, to 
photograph on the mind of the student the surface 
of the earth, and even its orbit in the heavens. It 
thus becomes a pleasing recreation in the midst of 
school exercises; not an arduous task. Having 
thus engraved on his memory every distinctive 
phase of the globe as a whole, the student now takes 
it up Yjy sections. * * * The map in view gives 
no place to unimportant towns, but every city and 
locality of which the student has heard is presented 
to him, and he cannot help but know just where 
they are located. And then we have Europe in the 
same vivid manner, Ibllowed by the United States. 
The Plates close with one representing the Earth 
and other planets In their courses round the Sun, 
and other astronomical features. The mechanical 
execution of the Atlas deserves strong praise. If 
you have a child who is hard to learn geography, or 
one who wishes to learn it easier, or If you wish to 
undertake a r6sum6 of your own knowledge, or add 
to what yon already know, Fay's system is the way 
to do It, and his Great Outline the means. The 
most stupid will find that knowledge would be in- 
stilled into them In spite of themselVes." — Albwny 
E/vening Journal. 

" The other work to which we referred as well 
wnith attention Is the 'Outline' of T. S. Fay, and 
ihf Atlas by which it is accompanied (New York: 
G. P. Putnam & Son). These have been prepared 
by a gentleman well known as the representative for 



many years of the United States Government at 
Berlin and at Berne. He Is well acquainted -with 
the progress of the science oa which he writes, and 
his plan is so original as to deserve some explana- 
tion. While the books of Guyot form a series of 
books intended to be used one after the other, by 
the same scholar, as he advances from the age of six 
or seven years to that of thirteen or fourteen, the 
treatise of Mr. Fay is complete in itself. He gives 
a well-constructed atlas of the globe, and with It a 
little manual containing a series of lessons on the 
maps, with occasional illustrative comments. This 
careful map-study, embracing physical as well as 
political characterifitics, may serve either as an in- 
troduction to geography or as a final review or re- 
Hvmi. of one's knowledge. In either case it Is 
adapted to the older scholars of our ordinary schools. 
The plan which it proposas seems to us very well 
carried out; and simple as the 'Outline' at first 
appears, we have been surprised to discover its 
comprehensiveness and completeness. Obviously 
the book may be used advantageously before or 
after other books. There is one feature of the book 
which has particularly interested us, bearing, as 
we presume, the impress of Mr. Fay's long acquaint- 
ance with German schools. It Is Intended that 
the scholar shall learn his lessons under the eye and 
with the aid of his teacher, who is to d/nll the 
class. Most of our American teachers do not teach, 
but hear recitations. Mr. Fay would have thern go 
over each lesson with the class, and see that all its 
contents are mastered. 

Mr. Fay's maps and text are brought down to 
the latest moment. Alaska belongs to the United 
States, the reconstructed North Germany is delln- 
eateil, and the statistics are gathered from Behm's 
admirable 'Hand-book,' and other recent publica- 
tions."— 77te Nation, N. 7. 

Boston, Dec. 24th. 

" The Atlas is better In execution than any 
School Atlas I have ever seen." — W. P. .Atkinson, 
Prof, in Mass. Inst, of TecJmology. 

"Fay's Geography seems to meet a want not met 
by any existing works, and its execution is highly 
creditable to author and publishers."— Abnbb J. 
Phipps, Agent of Mass. Board of Education. 

" Of the mechanical part of the work, maps, print- 
ing, &c., there can be but one opinion. Nothing of 
the kind yet published surpasses it." — Eebn 8. 
Stbaens, N. T. State Normal 8>:hool, Albany. 

" I think Mr. Fay's Geography ought to supersede 
all others now in use. The opinion of Baron von 
Humboldt Is enough to stamp Its value anywhere." 
^JoHN Catlin. 

" I have carefully examined it with the large and 
beautifully executed Atlas, and cheerfully com- 
mend It to Teachers and Principalfl of Public and 
Private Schools, as well worthy In all respects of 
their confidence and regard." — 8. 8. Randall, 
Supt. Public Schools, N. Y. City. 



P. PUTNAM & SON, Publishers, New York. 



IMPORTANT BOOKS OF REFERENCE. 

G. P. Putnam & Son have now ready. 

X. 
Haydn's Dictionary of Dates; relating to all Ages and Nations: for Uni- 
versal Reference. The new (English) edition by Benjamin Vincent. To which is 
added an AMERICAN SUPPLEMENT containing about 200 additional pages, 
including American Topics and a Copious Biographical Index. By G. P. Putnam, 
A. M. In one very large volume of more than 1,000 pages. Price, $8.50. Half 
Russia, $10.50. 
%* This is the most comprehensive and reliable book of reference in this department ever published. 
The last English edition of the original work is given entire, together with American additions which 
were essential to the completeness of a volume which is marvellous for its fullness and accuracy. No 
good library can dispense with this volume. The English edition heretofore imported by Messrs. Apple- 
ton will by special arrangement be hereafter published by Putnam & Son with the American Supplement. 

II. 

The American Supplement to Haydn's Dictionary of Dates, 

Including a Copious Biographical Index. By G. P. Putnam. 8vo. f 1.50. 

- III. 
A New and Thoroughly Revised Edition of 1867. 
The World's Progress : a Manual of Dates connected with the History of 
Every Age and Nation, and the Progress of Society in Knowledge and the Arts. 
Both alphabetically and synchronistically arranged; continued to August, 1867. 
With a colored chart. Designed for the counting room, for teachers, students, and 
for universal reference. By G. P. Putnam, A. M. In one vol., large i2mo, cloth, 
$3.50. Half calf, $5. 
%* More than 10,000 copies of this manual have been sold. 

Notices of the Press. 
A more convenient literary labor-saving machine than this excellent compilation can scarcely be 
found in any language. — New York Tribune. 

It has been planned so as to facilitate access to the largest amount of useful information in the small- 
est possible compass. — Buffalo Courier. 

The best manual of the kind that has yet appeared in the English language.— -Bos<o?i Oo^irier. 
An exceedingly valuable book; well nigh indispensable to a very large portion of the community.— 
J/ew York Courier and Enqtdrer. 

Important Educational Work. 
Great Outline of Universal Geography. For High-Schools and 

Families. With a Universal Atlas. By Theo. S. Fay. 2 vols., School edition, 
Price, $3.75. Cloth, I4.25. 

%* The maps in this Atlas are, it is believed, more carefully and accurately prepared than those in 
any similar work now in use. 

Among the advantages of the method adopted by Mr. Fay, are the following : 

1. The teacher reads all lessons from the book. The pupil follows every word upon the plates. He 
thus studies, at the same time, with his ear and eye. The effect will soon become apparent. 

2. No formal demand is made on his memory ; yet he cannot help learning by heart, understanding^ 
and retaining what he has learned ; because the book itself teaches him how it must be studied. 

3. By an arrangement equally simple and useful, the confusion of crowded names on the maps Is 
avoided. 

4. The text is constructed so that the more advanced pupils may easily become competent teachers 
of other classes. 

5. The work will be equally useful to mothers, governesses, elder sisters, and brothers, who, even 
when not prepared by previous study, will find no difficulty, by its aid, in taking the younger members 
of the family through the whole course. 

6. No study at home is necessary. The recitation is study enough. Thus the trouble of carrying 
books backward and forward is avoided. 

7. The text is broken apart into 500 or 600 sections, each one carefully arranged after, or rather above 
the other, so that the ascent is as easy as the steps of a flight of stairs. 

8. If any thing is left out which other School-Geographies give, it is done intentionally, to supply the 
place with more Important matter, which others omit. Such remarks, therefore, as "<At« ri«er," '■'■that 
town" etc., are not given, will, we think, be withdrawn, upon a better understanding of the plan. A 
man, passing around the globe, does not parry every thing in his knapsack. 

Fay's New Work on Astronomy. With illustrations of a unique ana 
beautiful character, is now in press. 
Teachers and Superintendents supplied, at half price, with copies of Fay's Geography 
and Atlas for examination. 



By Dr. Worthington Hooker, 

Late Professor of Medicine in Yale College. 



THE CHILD'S BOOK OF NATURE. For the Use of Families and Schools ; in- 
tended to aid Mothers and Teachers in training Children in the Observation of 
Nature. In Three Parts. Part I. Plants. Part II. Animals. Part III. AiR, 
Water, Heat, Light, &c. Illustrated by Engravings. The Three Parts com- 
plete in One Volume, Small 410, Cloth, %z 00; Separately, Cloth, 75 cents each. 

~ FIRST BOOK IN CHEMISTRY. For the Use of Schools and Families. Illus- 
trated by Engravings. Square 4to, Cloth, 90 cents. 

NATURAL HISTORY. For the Use of Schools and Families. Illustrated by 
nearly 300 Engravings. l2mo. Cloth, %\ 50. 

NATURAL PHILOSOPHY. (Science for the School and Family, Part I.) Illus- 
trated by nearly 300 Engravings. i2mo. Cloth, %\ 50. 

CHEMISTRY. (Science for the School and Family, Part II.) Illustrated by nu- 
merous Engravings, izmo. Cloth, %\ 50. 

MINERALOGY AND GEOLOGY. (Science for the School and Family, Part III.) 
Illustrated by numerous Engravings, izmo. Cloth, ^1 50. 



From the Ameeican Literary Gazette and Publishers' CmctTLAE. 

Dr. Hooker remarks in the preface to one of his excellent series, the Child's Booh of Na- 
ture, that "the inquisitive observation of children is commonly repressed instead of beino- en- 
couraged and guided. The chief reason for this unnatural course is that parents and teachers 
are not in possession of the information vduch is needed for the guidance of children in the ob- 
sei-vation of Nature. They have not themselves been taught aright, and so they are not able to 
lead others aright. In their own education the observation of Nature has been almost entirely 
excluded, and they are therefore unprepared to teach a child in regard to the simplest natural 
phenomena." He might justly have added that they have not even been taught to observe. 
Most men see without perceiving, excepting in the case of those objects with which they are 
most intimately connected by business pursuits. Their children see more of all objects about 
them than their parents. How should the latter be able to guide and instruct this faculty of 
minute and intelligent observation, when they have themselves lost it? 

Now the excellence of these works of Hooker, Willson, Calkins, and of others of the class 
consists in this, that they suggest to parents and teachers how to observe natural objects, how to 
call the attention of children to their qualities and parts, how to explain them, or cause them to 
be explained. They make teaching Avhat it ought to be, a pleasant pastime, rather than what it 
too often is, the hopeless dradgery of a drill-master. 

Dr. Hooker's series, beginning with the now well-known and well -approved "Child's Book 
of Nature," and including a "Natural History," a "First Book in Chemistry," a Chemistiy for 
more advanced pupils, and a "Natural Philosophy," and soon to be enriched by the addition 
of a carefully-prepared text-book of "Geology and Mineralogy" — all fully and carefully illus- 
trated — completes a library of School and Family Text-Books which is without a rival. In Dr. 
Hooker's, as in the others, the labors of the teacher or parent are lightened by judicious helps, 
hints, and suggestions ; the instruction is conveyed in familiar language, and the aim is to sat- 
isfy the intelligent curiosity of the child or youth, and teach him to observe correctly and mi- 
nutely, and encourage him to investigate the mysteries which surround him. With the help of 
these books, question-asking children need no longer be a "bore" and "bother," and parents 
as well as teachers will find it an easy pleasure to gratify and encourage the questioners, whom 
now they too often repress. 



HARPER & BROTHERS, 

Franklin Square, New York. 



"Unquestionably the best sustained Work of the kind in the World." 



HARPER'S MAGAZINE. 

The most popular Monthly in the world. — A^ew York Observer. 

We can account for its success only by the simple fact that it meets precisely the popular 
taste, furnishing a pleasing and instructive variety of reading for all. — Zioii^s Herald, Boston. 



"A complete Pictorial History of the Times." 
"The best, cheapest, and most successful Family Paper in the Union.-'' 



HARPER'S WEEKLY. 



The model newspaper of our country — complete in all the departments of an American 
Family Paper — Harper's Weekly has earned for itself a right to its title, "A Journal of 
Civilization." — Neiv York Evening Post. 

This paper furnishes the best illustrations. Our future historians will enrich themselves 
out of Harper's Weekly long after writers and printers and publishers are turned to dust. 
— Neil) York Evangelist. 

The articles upon public questions which appear in Harper's Weekly from week to 
week form a remarkable series of brief political essays. They ai^e distinguished by clear and 
pointed statements, by good common sense, by independence and breadth of view. They are 
the expression of mature conviction, high principle, and strong feeling, and take their place 
among the best newspaper writing of the time. — Ahirth Atnericati Rcvieiv, Boston, Mass. 



"a Repository of Fashion, Pleasure, and Instruction." 



HARPER'S BAZAR. 



Harper's Bazar will be not only a journal of fashion — and fashion is a great power in 
the world — but something more : a publication calculated to be of the utmost service in the 
work of disseminating sound views on many social subjects, and in helping to promote the 
cause of education. We believe the undertaking to be quite original ; for no other periodical 
of the kind is now published ; and we are certain it will be entirely successful, not only as a 
business enterprise, but in respect to those higher offices of journalism which concern the 
entire country. — Boston Traveller. 

The Bazar, as an intelligent critic upon all feminine topics, will doubtless become the 
Queen of American newspapers. — Albion. 

A centre to which taste will look for its expression. — Neiv York Evening Mail. 

Harper's Bazar has made its first appearance, and the completeness of its furnishings, 
both artistic and literaiy, warrant us in ascribing to it at once the position of leading fashion 
paper in America. — Home Journal. 



TERMS FOR HARPER'S MAaAZINE, WEEKLY, AND BAZAR. 

Harper's Magazine, One Copy for One Year . . ^4 oo 
Harper's Weekly, One Copy for One Year . , 4 00 
Harper's Bazar, One Copy for One Year . . 4 00 

Harper's Magazine, Harper's Weekly, and Harper's Bazar, to One Address, 
for One Year, $10 00 ; or any two for $7 00. 

HARPER & BROTHERS, 

Franklin Square, New York. 



Useful Books for the Country 

PUBLISHED BY 

Harper & Brothers, New York. 



Harper & Brothers will send the following works by mail, postage prepaid, to any fart of the United States, 

on receipt of the price. 

Harper's Catalogue and Harper's Trade-List sent by Mail on receipt of Five Cents. 



Watson's American Home Garden. The 

American Home Garden : Being Principles and Rules 
for the Culture of Vegetables, Fruits, Flowers, and 
Shrubbery. To which are added brief Notes on Farm 
Crops, with a Table of their Average Product and Chem- 
ical Constituents. By Alexander Watson. With 
Several Hundred I Ihistrations. i2mo, Cloth, J2 00. 

Wood's Homes without Hands. Homes 

without Hands : Being a Description of the Habitations 
of Animals, classed according to their Principle of Con- 
struction. By J. G. Wood, M.A., F.L.S., Author of 
" Illustrated Natural History." With about 140 Illus- 
trations engraved on Wood by G. Pearson, from Origi- 
nal Designs made by F. W. Keyl and E. A. Smith, un- 
der the Author's Superintendence. 8vo, Cloth, Beveled 
Edges, I4 50. 

Lewes's Studies in Animal Life. Studies 

in Animal Life. By George H. Lewes. Illustrations. 
i2mo, Cloth, ^i 00. 

Harazsthy's Grape Culture and Wine- 
Making. Grape Culture and Wine-Making : Being the 
Official Report of the Commissioner appointed to inves- 
tigate the Agriculture of Europe, with especial Refer- 
ence to the Products of California. By A. Haraszthy. 
Numerous Illustrations. 8vo, Cloth, ^s oo- 

Vaux's Architecture. Villas and- Cot- 
tages : A Series of Designs Prepared for Execution in 
the United States. By Calvert Vaux, Architect (late 
Downing & Vaux). New Edition, Revised and En- 
larged. Illustrated by nearly 500 Engravings. 8vo, 
Cloth, $3 00. 

Gardner's Farmer's Dictionary. A Vo- 
cabulary of the Technical Terms recently introduced 
into Agriculture and Horticulture from various Sciences, 
and also a Compendium of Practical Farming : the lat- 
ter chiefly from the Works of the Rev. W. M. Rham, 
Loudon, Low, and Youatt, and the most eminent 
American Authors. Numerous Illustrations. i2mo. 
Sheep, %2 so. 

Gaylord & Tucker's American Husband- 
American Husbandry : Being a Series of Essays, 



&c., designed for its Improvement. 
lord and Luther Tucker. 2 vols., 
Si so- 



By Willis Gay- 
i8mo, Half Sheep, 



Buel's Farmer's Instructor. The Farm- 
er's Instructor; consisting of Essays, Practical Direc- 
tions, and Hints for the Management of the Farm and 
the Garden. By the late Judge Buel. 2 vols., i8mo. 
Half Sheep, $\ 50. 

Buel's Farmer's Companion. The Farm- 
er's Companion ; or, Essays on the Principles and Prac- 
tice of American Husbandry. With the Address pre- 
pared to be delivered before the Agricultural and Hor- 
ticultural Societies of New Haven County, Connecticut. 
And an Appendix, containing Tables and other Matter 
useful to the Farmer. By the late Judge Buel. To 
which is prefixed a Eulogy on the Life and Character 
of Buel, by Amos Dean. i2mo. Cloth, $i 50. 

Mead's Grape Culture. An Elementary 

Treatise on American Grape Culture and Wine-Making. 
By Peter B. Mead. Illustrations. 8vo, Cloth, $3 00. 



Armstrong's Treatise on Agriculture. A 

Treatise on Agriculture ; comprising a concise History 
of its Origin and Progress ; the present Condition of 
the Art, Abroad and at Home; and the Theory and 
Practice of Husbandry. By John Armstrong. With 
Notes, by Jesse Buel. To which is added a Disserta- 
tion on the Kitchen and Fruit Garden. i8mo. Half 
Sheep, 75 cents. 

By Dr. Worthington Hooker, Profess- 
or of Medicine in Yale College : 
THE CHILD'S BOOK OF NATURE. For the 
Use of Families and Schools ; Intended to aid Mo- 
thers and Teachers in Training Children in the Ob- 
servation of Nature. In Three Parts. Part I. : 
Plants. Part II. : Animals. Part III. : Air, 
Water, Heat, Light, &c. Illustrated by En- 
gravings. The Three Parts complete in One Vol- 
ume, Small 4to, Cloth, $2 00 ; Separately, Cloth, 90 
cents each. 

FIRST BOOK IN CHEMISTRY-. For the Use 
of Schools and Families. Illustrated by Engrav- 
ings. Square 4to, Cloth, 90 cents. 

NATURAL HISTORY. For the Use of Schools 
and Families. Illustrated by nearly 300 Engrav- 
ings. i2mo. Cloth, %\ so. 

NATURAL PHILOSOPHY. (Science for the 
School and Family, Part I.) Illustrated by nearly 
300 Engravings. i2mo. Cloth, %i 50. 

CHEMISTRY. (Science for the School and Fam- 
ily, Part II.) Illustrated by numerous Engravings. 
i2mo. Cloth, $1 50. 

MINERALOGY AND GEOLOGY. (Science for 
the School and Family, Part III.) Illustrated by 
numerous Engravings. i2mo, Cloth, $1 50. 

Chaptal's Chemistry. Chemistry applied 

to Agriculture. With a Preliminary Chapter on the 
Organization, Structure, &c., of Plants, by Sir Hum- 
phrey Davy ; an Essay on the Use of Lime as a Ma- 
nure, by M. Puvis ; with Introductory Observations to 
the same, by Professor Renwick. Translated and Ed- 
ited by Rev. William P. Page. i8mo, Half Sheep, 75 
cents. 

Beck's Botany of the United States. The 

Botany of the United States, North of Virginia ; com- 
prising Descriptions of Flowering and Fern-like Plants 
hitherto found in those States, arranged according to 
the Natural System. With a Synopsis of the Genera 
according to the Linnaean System, a Sketch of the Ru- 
diments of Botany, &c. By Lewis C. Beck. i2mo, 
Cloth, $1 so. 

Jaeger's Life of North American Insects. 

Life of North American Insects. With numerous Il- 
lustrations drawn from Specimens in the Cabinet of the 
Author. By Professor Jaeger, assisted by H. C. Pres- 
ton, M.D. i2mo. Cloth, $1 z°- 

Browne's Trees of America. The Trees 

of America, Native and Fereign, Pictorially and Botan- 
ically Delineated, and Scientifically and Popularly de- 
scribed ; being considered principally with Reference to 
their Geography and History, Soil and Situation, Prop- 
agation and Culture, Accidents and Diseases, Proper- 
ties and Uses, Economy in the Arts, Introduction into 
Commerce, and their Application in Useful and Orna- 
mental Plantations. By D. J. Browne. Illustrated by 
numerous Engravings. 8vo, Cloth, ^5 S°- 



GOOD GRAPES, AND HOW TO OBTAIN THEM. 



An Elementary Treatise 



By peter B. mead. 



Profusely Illustrated. 8vo, Cloth, $3 00. 



This is an original wor-k, profusely illustrated with superb drawings from life, in which the principles and 
practice of grape culture are explained and applied with such clearness as to make the subject plain to all 
who read. It meets a present and wide-spread want. The author is widely known as one whose thorough 
knowledge of the subject peculiarly fits him for the task. 



It is the best book on the subject that we have seen. 
— Evening Post. 

Every page evinces the rare union of the writer " apt 
to teach" vrith a large practical knowledge of his sub- 
ject, each point of which he knows how to enable the 
student readily to appreciate and comprehend. There 
is no cultivator so advanced that he will not find his 
own ideas quickened into greater clearness and accu- 
racy by reading it, and beginners will find it a thor- 
ough and safe guide in all that relates to the vine. — 
Frmn Letter of Dr. C. W. Gkaut. 

No cultivator of the vine, nor any one who proposes 
growing it, can afford to be without its aid. — Gazette, 
Delaware, Ohio. 

The clear, positive, and practical manner in which 
you have advanced your views will insure confidence 
in their correctness of every inquiring reader. Tour 
decisive opinion in regard to the qualities and merits 
of the many new varieties of grapes off"ered to the 
public, wiU prove of great use to our young beginners 
by enabling them to make judicious selections of va- 
rieties. From the want of such knowledge extensive 
vineyards have been established in the West of kinds 
either indifierent or worthless. — From, Letter of Dr. 
Jabed p. Kietland. 

It is by far the best work on the subject of grape 
culture that it has been my fortune to read. The ar- 
rangement of subjects, completeness of their treat- 
ment, the scope and abundant illustration, as well as 
the high standard demanded in culture, training, taste 
in judging of fruit, and advice respecting pure, real 
wine, place yoiir book far in advance of any I have 
seen. — From Letter of Dr. E. Van Ketteen. 

It is full of good practical experience, and not so 
much theory as the most of books which treat of the 
grape-vine. In relation to the preparation of the 
ground, planting, training, trimming, &c., I consider 
your book on grapes the best I ever saw. I can rec- 
ommend it as just the book for the times.— i^rom Let- 
ter 0/ John B. Mottiee, Esq., North East, Pa. 

A thorough, systematic, practical treatise, which it 
is both safe and easy for every one to follow. The 
clearness and precision of the directions are a marked 
feature. It is a book well adapted for usefulness to 
all classes of readers. The best informed will find in 
it much to increase their knowledge, and beguiners 
will not fail to discover in its systematic clearness just 
what their need requires to secure success and guard 
from wasteful errors.— >FroTO Letter o/Dr. A. Thomson, 
Delaware, Ohio. 



Evidently embodies the results of long practice and 
experience As regards the relations of wine-grow- 
ing to public morals, Mr. Mead thinks that as men 
will drink wne of some kind, it is best to accept the 
fact and to teach them to drink only that which is 
pure. By striving for this result, he is convinced that 
grape culture may be made " the handmaiden of the 
temperance cause." The principal part of Mr. Mead's 
treatise opens wiih suggestions regarding the proper 
climate for grape-growing, and the right location for 
vineyards. It then takes up in succession all the 
questions, the discussion of which would be looked 
for in such a work, and treats them in a plain, prac- 
tical, and sensible manner. The last chapter in the 
work is devoted to directions for wine-making.— iV. Y. 
Times. 

A most complete work on a most important subject 
—Philadelphia Press. 

Mr. Mead is one of our best known horticulturists ; 
he writes like one who knows whereof be treats. He 
handles his subjects thoroughly, and every vineyard- 
ist will be well repaid by reading his hook..— Far iner's 
Advertiser, St. Louis, Missouri. 

The work is by a practical man, and is a record of 
actual experience and observation. The whole field 
is carefully gone over.— iV. Y. Commercial Advertiser. 

It is simply, intelligently written, abundantly and 
excellently illustrated, and gives every possible pre- 
cept on all phases and processes of the business, and 
will be found equally useful to the amateur gardener 
or the professional gardener and manufacturer. — 
Springfield Republican. 

The subjects in all their branches are carefully and 
elaborately treated. It is so elementary that one en- 
tirely ignorant of the subject may rely upon it as a 
simple and safe guide, and it is so thorough and com- 
plete that few have so practical acquaintance with the 
subject that they can not learn something new from 
this Yolmae.— Methodist. 

Thoroughly practical. — Pittsburg Chronicle. 

A most concise and complete handbook. — Pitts- 
burg Dispatch. 

Supplies a need long felt by amateurs and horticul- 
turists.— JVo?/ Whig. 

It shows unmistakably, so that none can fail to un- 
derstand, what good grapes are, and how to obtain 
them for home and for the market, and what good 
wine is, and how any one can obtain it for family use 
in its purity and fineness, from the simple, unaided 
juice of the grape.— Newburg Journal. 



Baepee & BsoTHEEB inll sand the above work by mail, postage prepaid, to any part of the United States, 

on the receipt of $3 00. 



IPponcli' s • -A_pitliiiie tic i 



This Series, when completed, will consist of Five Books, viz. : 

I. FIRST LESSONS IN" NUMBERS. 16mo, 40 cents. 

IL PRBIARY ARITHMETIC FOR THE SLATE. 16mo,60 cents. 
in. MENTAL ARITHMETIC. {Bi Press.) 
IV. COMMON-SCHOOL ARITHMETIC. {Li Press.) 

V. ACADEMIC ARITHMETIC. {In Preparation.) 



First Lessons in Numbers, in the Natural Order, First, Visible Objects; 
Second, Concrete Ntimbers ; Third, Abstract Numbers. By Johk" II. 
Feench, LL.D. Handsomely Illustrated. 16mo, 40 cents. 

This little book of 120 pages is divided into fifteen sections, embracing the subjects of Count- 
ing, Addition, Subtraction, Multiplication, and Division ; the Fractional Parts of ISfumbers, 
Halves, Thu-ds, and Fourths ; Tables of the Denomination of Money, Weights, and Measures iu 
common use ; the Tables of Combinations, arranged upon a ncAv plan ; and a manual of sugges- 
tions for the use of Teachers. 

Elementary Arithmetic for tlie Slate, in which Methods and Rules are based 
upon Principles established by Induction. By John H. Feench, LL.D. 
Handsomely Illustrated. 16mo, 50 cents. 

The object of tins book, designed especially for beginners in Written Arithmetic, is twofold, 
viz. : 1st. To give to young learners a good foundation for the study of the Science of iSTumbers, 
by basing all Methods of Operation upon Principles ; and 2d. To give them as much knowledge 
as possible of the business affairs of life, by the introduction of business transactions stated in cor- 
rect business language. 

The plan of the work differs, in most of its essential points, from that of other works of a like 
grade. To these points of difference — and it is confidently befieved of superiority — the attention 
of parents and teachers is particularly invited. 

B^~ The other books of the s&fies will contain many new and valuable features that will especially coviviend 
them to tlie practical wants of'tlie age 



What New York City says about them as Compared with Othei*s. 

The School System of New York City presents peculiar advantages for testing the comparative 
merits of Reading-Books, inasmuch as the Teacher is allowed to select from nine different Series, 
and the Superintendents annually examine every class, and mark its comparative deficiencv. 
Teachers, therefore, select the Books with which they can produce the best results ; and as their 
reputation would suffer by comparative failure, none can afford to use an inferior Book as a favoi' 
to Publisher or Agent. 

Willson's Readers were adopted for use in the Public Schools of New York City in November, 
1860. That they surpass aU other Series in the amount of valuable information imparted is con- 
ceded by all Teachers, and we have heretofore pubhshed a large amount of testimony from those 
who are using the Books, to show that they are not excelled by any other Series as manuals for 
Elocutionary Reading. More than one fifth of aU the Readers selected by the Teachers, during 
1S6G, from the nine Series on the list vrere from WiUson's Series — many more volumes than of an v 
other Series, 

HARPER & BROTHERS, Publishers, 

Feanklin Square, New Yoek. 



A NEW ERA IN THE AKTS OF PENMANSHIP AND DRAWING ! 



HARPER'S WRITING-BOOKS, 

COMBINING 

Symmetrical Penmanship with Marginal Drawing -Lessons. 

In Tea Numbers. The First Four Numbers now Keady. 
Price per Dozen, f 2 00. Liberal Terms for Introduction. 



"/ Idieve a child wzU learn both to draw and u'ritc sooner, and icith more ease, than he ^eill learn iwitittg 

alone." 

H0K.VOE Mann. 



The idea of embracing in the same series of Copy-Books a system of Practical Penmanship and 
a coarse of Lessons in Drawing is a new one. Teachers and pai-ents are well aware that children 
are fond of making pictures, and that exercises in DraAving impi-ove a person's hand-writing, and 
vice versa. Dramng has not been generally introduced into schools, because no suitable books 
could be obtained, and most teachers are not competent to give instruction in the art without a 
book. 

This series contains a Symmetrical System of Penmanship, easily acquired and rapidly written. 
The "helps'" to the acquisition of this system are simple and valuable, and the system is what its 
name indicates, "symmetrical" — every letter being fonned upon geometrical principles, and of un- 
varying proportions. 

The Writing and the Marginal Drawing-Lessons occupy the entire width of each page. The 
Drawing-Lessons commence with straight lines of the saine slope as the main lines of the writing, 
and progress, step by step, through straight and curved lines, geometrical forms, architecture, 
foliage, perspective, figm-es of animals, persons, etc. l\ules and directions are printed upon the 
covers of each book, making each Number complete in itself. 



In connection with the above, we would caU attention to 

Harper's School and Family Slate, 

WITH ACCOMPANYING CAKDS, 

FOR EXERCISES IN WRITINa, PRINTING, DRAWING, AND NUMBERS, 

the whole forming an excellent and economical introduction to the Writing-Books. The sj-stem 
of Penmanship is the same in all respects, the sirrface of the Slate (on one side) being carefully 
ruled with horizontal and oblique lines, to guide the pupil m attaining a uniform length and slope 
for the letters. This ruling, while perfectly distinct to the eye, is not sufficiently deep or broad to 
offer the slighest obstruction to the free use of the pencil. The Cards (twelve in number) contain- 
ing the Copies also contain Primary Lessons in Drawing, the copying of which is greatly focilitated 
by other lines — oblique, vertical, and horizontal — ruled on the surface of the Slate. The Cards 
also give instructions in the art of making distinct and properly-proportioned figures, and in mak- 
ing Roman letters. The Copies and Models are printed in white, on a black ground, so that the 
exercises may be made exact fac-similes, in color as well as in line, of the Copies ; and the Cards 
are protected, when not in use, by a casing in the upper portion of the Slate-frame. One side of 
the Slate is free from ruling, and can therefore be used in the same manner as the ordinary 
School-Slate. 

Slates, -witli Full Set cf Cards accompanying Each, $9 00 per Dozen. 
HARPER & BROTHERS, Publisheks, 

Fbanklin Square, New Yoek, 



WILLSON'S READERS A SUCCESS. 



Our attention has lately been called to a circular headed "Willson's Readers a 
Failure," and purporting to be published by Messrs. Sargent, Wilson & Hinkle, the 
publishers of McGufFey's Readers. 

Being fully convinced, by the rapidly-increasing circulation of Willson's Readers, 
that their superior merits will gradually and surely recommend the Series to all 
competent and impartial persons examining them, we have deemed it unnecessary 
to reply to the various weak criticisms which have from time to time been made by 
incompetent teachers and by parties pecuniarily interested in other series. When, 
however, a paper filled with misrepresentations, and devoid of a single word of 
honest criticism, is industriously circulated among those who may never have had 
an opportunity of examining "Willson's Readers, and of judging for themselves, we 
consider it simply fair that these misstatements be corrected. 

Of the twelve pages covered by this McGuffey circular, eight are occupied by a 
statement purporting to be made and signed by teachers of the Baltimore City 
Schools, asserting their preference for McGuffey's Readers over Willson's, and giv- 
ing their reasons for such preference. Some of the teachers whose names are ap- 
pended to the aforementioned circular state that it was not written by the teachers, 
nor was it the result of any deliberation on their part. The circular was brought 
to them by the McGuffey agent (possibly written by him), and, as they supposed 
McGuffey's Readers were to continue in use, they were willing to sign any paper 
which would rid them of the wearying solicitations of persistent agents. The Su- 
perintendent of Public Instruction in Baltimore says of the teachers who have a 
decided preference for McGuffey's books : " The pupils read them (McGuffey's 
Readers) without effort ; this is the reason why a number of the teachers desire their 
use." 

The true history of the two series in Baltimore is thus : Willson's Readers, after 
two years' successful use in the city, were adopted by the Maryland Board of Ed- 
ucation as the Official List of Readers for the State. About a year thereafter the 
agents of McGuffey's Readers, by appealing to sectional and political feelings, suc- 
ceeded in having his Readers substituted for Willson's in the City of Baltimore. 
The State authorities tested the right of the City Board to make such change, and 
were sustained by the courts ; but before the mandamus could be served, after a 
very few months' trial of McGuffey's Readers, Willson's were readopted by the 
same Board which had displaced them ; and the City Superintendent stated in a 
letter to the State Board of Education that while using McGuffey's Readers, " So 
far from making progress in their reading, the classes had deteriorated in a consider- 
able degree." (Read Dr. Mcjilton's letters, on pages 3 and 4 of this circular.) 

Willson's Readers are still the only ones used in Baltimore. 

This McGuffey circular informs the people of Ohio that "a number of book ped- 
dlers are in their midst, endeavoring, by a variety of misrepresentations, to sell 
Willson's Readers." As we have never received a single co?nplaint of misrepre- 
sentations having been made by our agents, we are compelled to believe that their 
statements and arguments are confirmed by the experience of those to whom they 
sell the books. 

This McGuffey circular gives the names of about seventy cities and towns from 
which Willson's Readers have been displaced. Of these towns, scattered through 
a number of States, not twenty are places of 10,000 inhabitants, and the whole 
seventy do not contain as many pupils in their school's as the schools that are now 
using Willson's Readers in Ohio. In this list is the name of Baltimore, whose 
history in connection with Willson's Readers we have already given, and whose 
schools contain one third as many pupils as the entire number of towns on the list. 
The list gives the names of places where Willson's Readers were never used, and 
of others where they are still in use. From this pitiful show of disapprobation the 
publishers of McGuffey's Readers profess to infer " that they (Willson's Readers) 
are wholly unfit for use in the school-room, and can not be successfully employed 
to teach reading." This inference is any thing but complimentary to the school 



Willsoiis Readers a Sticcess. 



84: 




132 




40. 


154 




100 




60. 


216 




77 




80. 


264 




142 




90. 


312 




65 




1 10. 


360 




164 




1 35. 


540 




208 




1 80. 



officers, teachers, and parents of Ohio ; for, notwithstanding the large numbers of 
Willson's Readers used in that State, we have not for a long time received a single 
complaint against them : on the contrary, we receive many letters from school of- 
ficers, teachers, and parents, expressing great satisfaction with the matter contained 
in the books, and with the progress of the children in the acquirement of elocution- 
ary ability and useful information. It is impossible to suppose that the people of 
Ohio can be so completely misled as to the comparative merits of the two series, 
after having used McGufifey's for years previous to the adoption of Willson's. 

The McGuffey circular farther states that, owing to the expense of Willson's 
Readers, and other still more serious objections, some people in every district 
will not buy them, and a partial introduction breaks up the classification of the 
school, and renders the teachers' efforts almost fruitless." In reply to this we would 
say that in Ohio our Readers are in exclusive use in oJie Jmndt'cd times as many 
schools as use Willson's combined with some other series. 

The manner in which Willson's Series is graded gives the McGuffey publishers 
an opportunity — which they embrace — to make a partial and unfair exhibit of our 
prices. Below we append a correct list of our books, according to gradation, with 
our highest prices : 

Primer (First Book of Reading Series), 48 pages, 107 cuts, $ 25. 

First Reader (Second " " 

Second Reader (Third " " 

Int. Third Reader (Fourth " " 

Third Reader (Fifth " " 

Int. Fourth Reader (Sixth " " 

Fourth Reader (Seventh " " 

Fifth Reader (Eighth " " 

The Primer is not a simple toy-book, as in some series, but is a Reader contain- 
ing elocutionary instructions, and was expressly made to be the first book of Will- 
son's Reading Series. Willson's Fifth Reader is a book adapted to High School 
use, and is, with the Fourth, largely used in a number of the best High Schools in 
the countr}^, with very satisfactoiy results. The first six reading books of Willson's 
Series are as cheap as the six books of McGufifey's Series, and are far superior in 
gradation, in diversity and appropriateness of matter, and in quantity and quality 
of illustration. The publishers of McGufifey's Readers evidently seek to create an 
impression that our Readers are sold exorbitantly high, and that the publishers are 
reaping enormous profits on the first cost of the books, whereas the fact is that the 
proportionate profit is smaller than on any other series of Readers. The single 
item of illustratio?i has cost more money than the publishers of McGuffey paid 
for the artistic work, the type-setting, and the electrotyping of their entire reading 
series. 

The publishers of McGufifey finally appeal for Ohio patronage on the ground 
that their books are written, printed, and bound in the State. No honest educator 
will be misled by such an appeal. While we admit the obligation to patronize 
home productions, every thing else being equal, the proper education of the youth 
of our land is of so great importance that the pecuniaiy aggrandizement of a par- 
ticular business firm sinks itito comparative insignificance when compared with it. 
The rising generation, for their own individual good, for the welfare of the commu- 
nity in w^hich they reside, and for the interest and well-being of the commonwealth, 
must be allowed the best possible opportunities for thorough education during their 
short school time. If, while acquiring elocutionary ability and a taste for literature, 
they can at the same time learn the rudiments of Natural Science, acquire a taste 
for investigation, and lay a foundation for future additions of valuable knowledge, 
it is criminally foolish to deter them from doing so for the sake of nourishing sec- 
tional or political feeling. 

Among the States using Willson most extensively is Massachusetts, though two 
series are published in that State ; and of the entire number of towns in Massa- 
chusetts into which we have introduced them, but one town has ever displaced them. 
The Western States, ever on the alert for the best of every thing, purchase immense 



Willsofis Readers a Sttccess. 



numbers of them. California, the State which takes the most pains and spends the 
most money to obtain good teachers, enthusiastically endorses them, and has re- 
cently adopted them for another period of four years. 

We invite your candid, unprejudiced, and impartial attention to the following 
pages of testimony. 

Very respectfully, 

HARPER & BROTHERS, 

Publishers, New York. 



From the Report of Mr. Swett, as published in the California Teacher of Jan. ^ 1865. 
Willson's Readers and Spellers have stood the test of the school-room, and have 
exceeded the most sanguine expectations of those who favored their adoption. 

From the Second Report of Superintendent Goodnow, Kaiisas. 
Never has a change met with a more hearty approval. A Spartan king, when 
asked what a child should be taught, answered, " What he needs to know when he 
becomes a man." Willson's Readers are an embodiment of this idea. Consid- 
ering the amount of reading matter, illustrations, paper, and style of binding, they 
are the cheapest readers extant. 

From Hon. L. Van Bokkelen, State SiiperzJitendent of Public InstriictioJi, Maryland. 

My apprehension lest they should prove better adapted for teaching Natural 
History than for elocutionary reading has been removed, and it gives me pleasure 
to say that I am convinced that, while making good elocutionists, valuable inform- 
ation is imparted to the children by the use of this series. 

Letter from the Superintendent of Public Instruction in the City of Baltimore to the 
Maryland Board of Education. 

Office of the Commissioners of Public Schools, 
Baltimore, Jicne 27, 1867. 

Gentlemen, — As an effort is in progress to effect another change in the series 
of Reading Books used in the public schools of the State, including those of the 
City of Baltimore, it becomes my duty to address you upon the subject. 

The effort is designed to remove Willson's Series of Readers and to introduce 
McGuffey's. As Superintendent of the Public Schools of Baltimore City, I have 
had opportunities of testing the value of both series, and I object to the removal 
of Willson's and the introduction of McGuffey's Readers for the following reasons: 

ist. Because the standard of literature in McGuffey's books is the lowest of all 
the Readers I have examined, while that of Willson's is the highest. Our schools 
have passed that period of their history when they could have received benefit 
from such Readers as McGuffey's. The pupils of the schools read them without 
effort. This is the reason why a number of the teachers desire their use. 

2d. As a series, McGuffey's books are badly graded. If you will examine, you 
will find that the fourth book is very little in advance of the second. There is but 
little opportunity for progress in this arrangement. Books which can be read 
without any effort are of no use to the pupil except so far as they teach sound 
moralit}^ 

3d. There are six books in the series, and such is the low character of their 
literature, and the imperfection of their grading, that four of them must be used in 
Primary Schools, leaving but two for use in the Grammar Schools, unless the same 
books used by the pupils in the Primary Schools be continued in their hand in 
the Grammar Schools, subjecting the pupils to the same books in both grades of 
schools, much to their annoyance and little to their profit. A large number of the 
teachers require the introduction of the fifth book in the Primary Schools, leaving 



Willsons Readers a Success. 



but one for the Grammar Schools. This, of itself, is sufficient evidence of the low 
standard of the literature of the series, of the imperfection in their grades, and of 
their unfitness for schools of the standard of proficiency attained by ours. Books> 
as readers, that require no effort on the part of the pupil, and no interposition on 
the part of the teacher, are useless in the hands of the pupils. 

4th. The change from Willson's to McGuffey's Readers did material damage 
to our schools. Of this I have most positive evidence in the result of the last an- 
nual examination of the Grammar Schools. So far from making progress in their 
reading, the classes had deteriorated in a considerable degree. 

5th. The pupils that read McGuffey's books readily and without effort can not 
read Willson's, or any series of reasonable grade, without great difficulty. The in- 
terposition of the teacher is required in order to enable the pupil to overcome every 
difficulty. After using Willson's books, they are able to master any others without 
difficulty. Such is the effect of Readers of an elevated standard of literature. 

Objections are urged against Willson's Readers on account of the department 
of Natural History. It is said to be too scientific and too difficult for the pupils 
to master. The difficulty, not the scientific feature, must be the ground of the 
objection. The scientific feature^ however, is said to be the cause of the difficulty. 
The objection works against a rote system of instruction, but not in any sense 
against an intelligent system. With but little effort on the part of the teacher, the 
difficulty can be removed, and such effort is necessary in any successful method 
of instruction. Pupils read McGuffey's books without effort on the part of the 
teacher. They can not so read Willson's. Nor can they make proper progress 
in the use of any such material as that supplied by McGuffey's books. 

The department of Natural History I conceive to be of great advantage to our 
pupils. It is one of the features that induced me to favor the introduction of 
Willson's Readers into our schools. The Readers are superior to others without 
this department, and it can be omitted if desired. This, however, my judgment 
can not consent to. The most difficult scientific words are well mastered by our 
pupils with but little assistance from the teacher, and when mastered the pupil 
has made progress not attained by ordinary reading. The advantage appears 
irrespective of the knowledge secured by the pupil in one of the most interesting 
and profitable departments of his study. In many instances all the knowledge 
of Natural History the pupil may obtain will be secured to him by the use of 
Willson's Readers in the schools. 

I ought not to omit the opportunity of presenting thus briefly my experience in 
a matter of so much importance to our schools. It is my duty, if possible, to pre- 
vent the degradation of the status of our Public Schools, which is inevitable in 
the change of Readers from Willson to McGuffey. We have labored diligently 
and constantly in the effort to attain our present standard. A single movement 
in the direction proposed will throw us back many years. We should hold on to 
what we have attained, and secure progress by the use of the very best text-books. 
We have now reached a position and character which have been secured by the 
use of such books, and are acknowledged the best reading element in the country. 
It has been secured by the use of Willson's Series. Shall we lose this high posi- 
tion and honorable character by any retrograde movement ? We certainly can 
not consent to any such action without a most earnest protest 

My judgment as thus expressed is based upon an experience of more than twen- 
ty-five years. Eighteen of those years have been passed in the superintendence 
of the Public Schools of Baltimore City. I hope the status secured in the progress 
of our system may be maintained by the employment of the very best material 
that can be secured both of books and teachers. 

I have no interest personally in the books, the use of which I desire in our 
Public Schools. I would provide the best possible agencies for the cliildren of 
our schools. 

Respectfully, J. N. McJilton, 

Superintende7it of Public Instruction in the City of Baltimore^ 1 



SUCCESS OF WILLSON'S READERS. 



TESTIMONY FROM MARYLAND, 



OCTOBEE, 1867. 



Willson's Readers were adopted by the State 
Board of Maryland in 1865. The following cor- 
respondence with the State Superiatendent of 
Public Instruction of Maryland and the super- 
intendent of schools in Baltimore City shows 
conclusively that they have proved a complete 
success : 
Letter from Haepeb & Beothees to Kev. L. Van Bok- 

KBLKN, D.D. 

" October 10, 1867. 
" Eev. L. "Van Bokkelen, State Superintendent : 

"Deak Sik, — We have had our attention called to a 
circular headed ' Willson's Ee.iders a failure — tried and 
found wanting,' purporting to represent the result of 
their use in your state since their adoption by the State 
Board of Education. 

"May we ask whether you have on file in your office any 
expression from the school trustees or the teachers of the 
state that would Indicate their opinion of said Readers ? 
If so, we would consider it a great favor to receive copies 
of the same, or their purport, as we can not believe that 
they will justify any such circular as the one referred to. 
*" An early answer will oblige Yours truly, 

Haepee & Beothees." 

To which Superintendent Van Bokkelen re- 
plies as follows : 

" State of Maryland, Dept. of Public Instruction,\ 
SuperinteiidenVa OJice, Baltimore, Oct. 1S67. / 
" Messrs. Haepee & Beos. : 

"Deae Sies, — I have your communication informing me 
that your attention has been called to a circular headed 
'Willson's Readers a failure — tried and found wanting,' 
purporting to represent the result of their use in the pub- 
lie schools of Maryland since their adoption by the State 
Board of Education. 

" You ask whether there is on file in this office any ex- 
pression from school trustees or others that; would indi- 
cate their opinion of said Readers. 

" In reply, I have the pleasure to refer you to the follow- 
ing extracts from letters received of the county superin- 
tendents of public schools, and from the superintendent 
of the public schools of the city of Baltimore. 
" Very respectfully yours, 

" L. Van Bokkelen. 

"P. S. — I send expressions from Baltimore, Calvert, 
Carroll, Howard, Kent, Prince George, Queen Anne, Som- 
erset, Talbot, Washington, Worcester, Harford, Frederick, 
Montgomery, Cecil, and St. Mary counties. 

" From Anne Arundel I will have no response. Dr. An- 
spach, the superintendent, died lately, and Mr. Thompson, 
his successor, has had no opportunity to judge. 

" I will have letters from the other five counties soon." 



From J. N. M'JiLTON, D.D., Superintendent of 
Baltimore City Schools. 
"The change from Willson's to M'Guffey's 
Readers did material damage to our schools. 
Of this I have most positive evidence in the re- 
sult of the last annual examination of the gram- 
mar-schools. So far from making progress in 
their reading, the classes have deteriorated in a 
considerable degree." 



From J. N. Cheibt, Superintendent of Carroll County, 
Maryland. 
" After using at different times most of the prominent 
series of Reading Books, I have no hesitation in saying 
that I consider Willson's Readers better adapted to the 
requirements of our Public Schools than any other I have 
ever used. They are now receiving the unqualified ap- 
proval of eveiy teacher in the county." 

From J. W. Thompson, Sux>enntendent of Queen Anne 
County. 
"As to the acceptability of Willson's Readers, I can 
say that they have been universally approved by our 
teachers. In my judgment they are all we want as Read- 
ers. They not only contain every variety of reading, and 
rules as to the proper manner of teaching it, but there is 
so much instruction contained in them that they are very 
interesting to the pupils. They are also much used by 
the members of the family who are too old to go to school, 
as amusing and instructive reading." 

From Thomas A. Bouxt, Superintendent of Washington 
County. 

"I consider Willson's Series of Readers superior to 
others, because they are arranged according to the ' Ob- 
ject LessoQ' theory, and the Primary Readers are thus 
better adapted both to teachers and pupils. To the child 
with ordinary capacity it is a pleasure to leam to read in 
them. 

" The higher numbers are preferable to those of other 
series on account of the vast fund of general infonnation 
in the natural sciences that they contain, and of which 
very many pupils would remain totally ignorant through 
life did they not obtain it from these Readers at school. 

"By a proper use of this series the reader learns to 
read correctly and understandingly, and escapes con- 
tracting that monotonous drawl so common to school- 
boys. We have been using this series of Readers in our 
county with marked success." 

From H. A. White, Superintendent of Somerset County 
" Willson's Readers have given very general satisfac. 
tioE ia our county, and have proved eminently success 
ful in our Public Schools. The First and Second Readers 
have elicited special commendation from our teachers as 
being the best for young beginners they have yet seen." 

From Howaed Mebks, Superintendent of Kent County. 

"I believe the main objects of any series of books of^ 
this kind are better attained in Willson's than in any 
other of which I have any knowledge. 

"These objects are to make good readers and to im- 
part useful information. The first is sought to be accom- 
plished in the first numbers of the series and in the ear- 
liest stages of the child's progress, while the latter is cer- 
tainly gained in the higher numbers. 

"I have used M'Guffey's, and was always impressed 
with the lack of suitable exercises for beginners." 

From Saml. A. Haeeison, Superintendent of Talbot 
County. 

" I have heard no complaints from the teachers of the 
Willson's Readers, which are now in general use in our 
county. Those lowest in the series are most commonly 
in the hands of our children, and we are using them ad- 
vantageously. 

" The beauty of Willson's Readers is not equaled by 
any school books with which I am acquainted, and the 
material qualities of whiteness of paper, clearness of 
typography, and elegance of illustration are not to be 
lightly esteemed." 



Success of Willson''s Headers. 



Prom S. K. Dabhiell, Superintendent of Howard Oounty. 
" Willson's Series of Eeaders, now in use in tlie schools 
of the state, are veiy acceptable to the patrons of the 
schools in this county. They are approved by the teach- 
ers and interesting to the pupils— much more so than 
M'Guffey'c would be. As a practical teacher of twenty- 
one years' standing, I decidedly approve of these books." 

From R. C. M'Ginn, Superintendent of Baltimore 

County. 

" The Eeaders of Willson's Series have been in use ia 
the public schools of Baltimore County for the last two 
years. 

"The teachers have almost unanimously expressed 
themselves as well satisfied with those Readers, believing 
that in variety of matter, in methodical arrangement, and 
in general adaptation to the wants of the scholars, they 
are equal to any text-book now in use." 

From, Saml. K. Stewart, Superintendent of Worcester 
County. 

" I think Willson's Readers admirably adapted for use 
in schools. I am confident that they have proved so in 
our county. 

"They begin with those simple sentences which the 
child just learning the sounds of the letters may readily 
read, while they are at the same time such as will inter- 
est him. Advancing gradually, they tend to make the 
pupils thorough in the correct principles and rules of read- 
ing. 

"Another advantage of these Readers is the valuable 
Information imparted by the reading exercises of the ad- 
vanced numbers. 

"I think WiUson'B superior to all others that I have 
Been." 

From John H. Bathe, Superintendent of Prince George 
County. 
" I decidedly prefer Willson's Series of Readers to any I 
have seen. I think it may be- said that the series is uni- 
versally acceptable to the teachers and useful to the pu- 
pils." 

From John R. Quinan, Superintendent of Calvert 

County. 
" I have no hesitation in saying that, whether we re- 
gard the typographical execution and beauty of illustra- 
tration, tlie variety and interesting character of their 
contents, or their practical utility as text-books in tlie art 
of reading, they surpass any readers that I have ever ex- 
amined or seen employed in this county. 
• " In this opinion I am sustained by the experience of 
all our teachers, who have frequently declared to me that 
their best and tnost naiiwal readers are their younger pu- 
pils, whose instruction has been confined to Willson's Se- 
ries." 

From Rev. T. S. C. Smith, Supierintendent of Harford 
County. 
" It is not enough to say simply I am pleased with Will- 
son's Eeaders, but I am free to give as my opinion that 
they have few equals. Teachers whose opinions are worth 
more than mine say they have used them with better suc- 
cess than any other series. I have made special inquiry 
of well-educated and successful teachers in reference to 
books generally, and no one has yet failed to praise 
' WiUson's Readers.' " 

From Vf. H. Faequhab, Superintendent of Montgomery 
County. 

" In regard to Willson's Series of Eeaders, I answer that, 
measured by the test of the scliool-room, their value stands 
unquestionably high. They have given more satisfaction 
to the patrons than any of our books. Patrons seem to 
think that their children are getting something of value 
in the mass of knowledge therein contained. We have 
never been able to keep tlie schools suificiently supplied 
with the Eeaders." 



From Dr. L. H. Steinek, Superintendent of Frederick 
County. 

"You ask the comparative merits of Willson's and 
M'Guffey's Eeaders. This question is startliag, quite as 
startling as though asked to give an opinion on Pike's 
Arithmetic as compared with Davies's, Greenleafs, or 
Eobinson's. I had looked upon M'Guffey's books as so 
utterly dead that no one ever thought of their introduc- 
tion at the present day. When Eeaders were carelessly 
compiled, imperfectly illustrated, and badly printed on in- 
ferior paper, then M'Guffey's had some right to be consid- 
ered not as had as their competitors for public favor ; they 
never could be called good. 

"We have used Willson's First and Second Eeader in 
our schools with very great satisfaction to the teacher and 
scholar. The scholars are very much pleased with the 
Readers, and their progress is as great as could he expected. 

" The Third Eeader is quite well adapted as a successor 
to the Second. We do not use the Fourth and Fifth." 

From Eev. Dr. James Bitnting, Superintendent of St. 

Mary^s County. 
"We have used the Willson's Series of Eeaders with 
great acceptability to the teachers and advantage to the 
pupils." 

From F. A. Ellis, Esq., Sicperintendent of Cecil County 
Schools. 

"With regard to Willson's Eeaders, I feel well assured I 
speak the sentiments of a large majority of the teachers 
of this county when 1 pay that they are preferred to any 
other series heretofore used. 

"With reference to a comparison between the Willson 
and M'Guffey series, I have inquired of Mr. Newman, one 
of our very best teachers. His reply was that he greatly 
preferred Willson's Readers. He regards them, especially 
the lower numbers, as the best he has ever seen." 



FAETHER FROM BALTIMORE. 
Dr. M ' Jilton further writes, in reply to a let- 
ter sent October 10th, of the same character as 
the one addressed to Dr. Van Bokkelen on the 
same day and copied above, as follows : 

Office City Superintendent Public Instruction., ) 

Baltimore., October IBth, 186T. j . 

" Messrs. Habpek & Beotuees : 

" Yours of the 10th has been received. In I'eply I have 
to state that my examinations of our schools have proved 
that Willson's Readers, so far from being a failure, are a 
decided success. We never had as perfect reading in our 
schools as has been produced by Willson's Series. The 
Readers have been tried, but they have not been found 
wanting. 

" I was accompanied in my visits to the schools by the 
chairman ot the joint committee of education of the two 
brandies of the City Council. His testimony corresponds 
with my own. In their grades the Readers are well adapt- 
ed to the classes in which they are used. With but little 
assistance from the teacher, they enable the pupils to feel 
their progress, and thus they encourage their advancement. 
"In regard to the evidence given by our teachers in favor 
of another and much lower series, it is not unlikely that 
it was procured by interested agents as a matter of per- 
sonal favor. Signatures are frequently obtained in this 
way, while those who give them are not informed of the 
use that is to be made of them. Respectfully, 

"J. N. M' Jilton, 
" Superintendent of Public Instruction." 
"As a personal witness of the examinations referred to 
in the above, I am obliged to state that my experience 
fully accords with that of the superintendent. 

"Samtjel a. Ewalt, 
" Chairman of the Joint Committee of Education of 
the First and Second Branches of the City Counoil 
of Baltimore." 



Willson's Readers a Success. 

WHAT NEW YORK CITY SAYS ABOUT THEM AS COMPARED 

WITH OTHERS. 

The School System of Nevr York City presents pecnliar advantages for testingr the 
comparative merits of Reading-Books, inasmuch as the Teacher is allowed to select 
from nine diSferent series, and the Superintendents annually examine every class, 
and mark its comparative de£ciency. Teachers, therefore, select the Books virith 
which they can produce the best results; and as their professional reputation 
would sufier by comparative failure, none can afford to use an inferior Book as a 
favor to Publisher or Agent. 

Wiixson's Readers were adopted for use in Public Schools of New York 
City in November, 1860. That they surpass all other series in the amount of 
valuable information imparted is conceded by all teachers ; and we have here- 
tofore published a large amount of testimony from those who are using the 
books, to show that they are not excelled by any other series as manuals for 
Elocutionary Reading, We here ^^resent the testimony of the New York City 
Superintendents on this point, as deduced from an experience of more than four 
years in the use of Willson's Readers. ' ' 

The Board of Education employ a corps of competent Superintendents, 
whose duty it is to decide upon the qualifications of Teachers, to issue to them 
certificates or licenses, and to keep themselves and the Board thoroughly 
acquainted with the results of the labors of these Teachers, 

Hon. S. S. Randall has held the position of City Superintendent since 
June, 1854. He has associated with him Messrs. Henrt Kiddle and William 
Jo^N^ES as Assistant Superintendents, the former since May, 1856, and the latter 
since December, 1856. 

The following question was submitted to these gentlemen in April, 1865 : 
" In the examination of the schools under your superintendence, in which 
there are so many series of Readers in use, have you discovered any compara- 
tive deficiency in Elocutionary Beading in those schools or classes where 
Willson's Readers are used ?" 

To which they respectively responded as follows : 

Superintendent Rakdall, under date of April 26, 1865, says: 
" In reply to your inquiry, I have to state that in the examination of the 
schools under my charge, among the great variety of Readers in use, I have 
never discovered any comparative deficiency in elocutionary reading in those 
schools or classes where Willson^s Readers are xtsedP 

Mr. Kiddle, under date of April 22, 1865 : 

" I would state that the undersigned has not noticed any comparative de- 
ficiency in elocution or reading in the numerous classes which are now instructed 
by means of the Readers to which you refer. On the contrary, I have uni- 
formly found these classes as expert and proficient in the art as any I am re- 
quired to examine," 

Mr, Jones, April 24, 1865, says : 
_ " I have examined Mr, Kiddle's testimony as given above. My experience 
entirely corresponds with his." 

Daring the year 18SS the Teachers called for 20,300 volumes of Willson's Series, 
and only 8092 volumes of McGuffey's, although the latter were on the list at least 
ten years before Willson's were published (1860). 



NAMES OF SOME OF THE DISTINGUISHED EDUCATORS WHO 
HAVE INDORSED WILLSON'S READERS. 



Hon. Edwakd Ballard, State Superintendent, Maine. 
E, T. QuiMBY, Principal of Appleton Academy, New Hampshire. 
Hon. J. S. Adams, State Superintendent, Vermont. 
E. CoifANT, Principal of Randolph Academy, Vermont. 
Hon. A. J. Phipps, Agent of the Massachusetts Board of Education. 
W. J. RoLFE, Cambridge High School, Massachusetts. 
Hon. David Camp, State Superintendent, Connecticut. 
Hon. J. B. Chapin, State School Commissioner, Rhode Island. 
Prof. David Beatie, Dunkirk, N. Y. 

Hon. S. S. Randall, City Superintendent of Schools, New York City. 
Heney Kiddle, Assistant " " " " 

Prof. Thomas Hunter, Principal of Ward School No. 35, New York City. 
Prof L. B. Hanaeoed, Brooklyn, N. Y. 
Rev. Samuel Lockwood, New Jersey. 

J. V. Montgomery, Principal of State Model School, Pennsylvanir. 
Rev. E. J, Young, Allentown, Pa. 
Prof R. CuEEY, Normal Institute, Pittsburg, Pa. 
Prof H, J. Gourley, Pittsburg, Pa. 
Hon. L. Van Bokkelen, State Superintendent, Maryland. 
Hon. Anson Smyth, State School Commissioner, Ohio. 
Hon. G. W. Hoss, State Superintendent, Indiana. 
Prof J. V. N. Standish, Lombard University, Illinois. 
Prof E. A. Steong, Grand Rapids, Mich. 
S. M. White, Principal of Waukesha Seminary, Wisconsin. 
D, Franklin Wells, Principal of Normal Dept., State University, Iowa. 
W. F. Phelps, Principal of State Normal School, l^Iinnesota. 
Hon. I. T. GooDNOw, State Superintendent, Kansas. 
Hon. W. E. Harvey, School Commissioner, Nebraska. 
Prof Franz Sigel (General Sigel), St. Louis, Mo. 
Prof L. H. Cheney, St. Louis, Mo. 
Prof W. O. Goodloe, Lexington, Ky. 
Prof R. O. Cureey, Collegiate Institute, Knoxville, Tenn. 
Prof T. A. Crenshaw, Edgewood Seminary, Virginia. 
Rev. R. M. Manly, Richmond, Va. 
Prof B. W. Foster, Columbia, N. C. 
Prof Geo. T. Browne, Georgia Female College. 
Prof J. A. Melcher, Eutaw Female Academy, Alabama. 
Prof W. R. Richardson, Oxford, Miss. 
Hon. John McNair, Superintendent of Education, Louisiana. 
. Prof F. L. Yoakum, Larissa College, Texas. 
Hon. John Swett, State Superintendent, California. 
T, M. Gatch, President of Wallamet University, Oregon. 
Rev. B, C. Lippincott, A.M., Sup't of Instruction, Washington Territory. 
P. B. H. Stenhouse, Regent of the University of Utah, 



Franklin Square, New York, January i, i8 



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AMERICAN LAW REVIEW ADVERTISER. 1 

UNABRIDGED DICTIONARY 

AS AN 

AUTJIOIilTV IN COURTH OF JUSTICE, 



Perhaps the highest test of the exoellerifie of the definitions of a Dictionary is found in 
the frequency with which they are cited, as the leading authority on this point, in Courts' of 
Justice, where important pecuniary interests, and even life itself, often depend upon the 
precise and true meaning of a word, as employed in a statute or contract. 

No other English Dictionary has such weight of authority, or is cited so frequently in 
Legislatures, Courts of Justice, or in determining the meani.ng of contracts, as Webster. 
A very large number of Reported Cases, arguments of counsel, &c., might be quoted to 
prove this. 

Below are given a few of the cases found in the Reports, and the list might be almo'^t 
indefinitely extended : — 

" Unquestionably the very best Dictionary of our laugua^e extant. Its great accuracy in the defi- 
nition and derivation of wonts gives it an authority that no other work on the subject possesses. It is 
constantly cited and relied on in our Courts of Justice, in our Legislative bodies, and in public discus- 
Bions, as entirely conclusive." — Hon. John C. Spencer. 

'• l/ak'ly one of the most important suits of modern times, in the highest court of England, turned 
Bolely on the definition of a single word. It is significant of Dr. Webster's reputation in England as a 
definer of words, that, in the Alexandra case, tried in the Court of Exchequer, at Westminster Hall, 
under purely English Jaw, no other Dictionary, English or American, was quoted or alluded to, than his. 
We quote from the Lord Chief IJaron's decision, June 24, 1833 (page 233 of the lleport of the trial) : — 

" ' \ have looked, so that I might not go wrong, (as we have the advantage of having it here,) at 
Webster's American Dictionary, a work of the greatest learning, research, and ability.' " — Boston 
Journal, 

The following are from the Reports of the State of Nevv York, and are furnished by 
Austin Abbott, Esq., Author of Abbott's Digest, who remarks: "I presume I could collect 
five or ten times as many on an examination of the Reports of other States." 

The precise language of the definitions cited in the following Reported Cases, is that 
found, in some instances, in the earlier editions of Webster, and which may have been some- 
what modified in the present revised edition. Yet in this revision it has been the aim not 
only to maintain, in this respect, the former precision and accuracy, but, where possible, to 
render them even yet more precise and accurate. 

. 1. Bmr. A fermented liquor made from any farinaceous grain ; but generally from barley, which 
is first malted tind ground, and its fermentable substance then extraclied by hot water. This extract or 
infusion is evaporated by boiling in caldrons, and hops, or some other plant of an agreeable bitterness, 
added. The liquor is then suffered to ferment in vats. Be.er is of different degrees of strength, and is 
denominated imail beer, ale, porter, hrown sto ■/ i, &c. , according to its strength or other peculiar qualities. 

[Adopted, as being a "strong ami spirituous liquor."'] Supreme Court, 1846. Nevin w. 
Ladue, 3 Den. 4.3; 18.55. People i;. Wheelock, .3 Park. Cr. 9. 

2. House. Jn a general sense, a building or shed intended or used as a habitation or shelter for 
animals of any kind, but appropriately a building or edifice for the habitation of man ; a dwelling- 
place, mansion, or abode for any of the human species. It may be of any size, and composed of any 
materials whatever, — wood, stone, brick, &c- 

[Adopted.'J Supreme Court, 1856. . Thompson v. People, 3 Park. Cr. 208. 

3. Willfully. 2. By design ; with set purpose. 

[Adopted.] Supreme (Jourt, Sp. T. 1850. Northern Railway Co. v. Carpentier, -i 
Abbott's Pr. 259; S.C. 13 How. Pn 222. 

4. Tliorouglifare. 1. A passage through ; a passage from one street or opening to another ; an un- 
obstructed way. 

[Adopted.] Supreme Court, 1851. Wiggins v. Tallmadge, 11 Barb. 457. 

5. Assign. 1. To allot ; to appoint or grant by distribution or apportionment. 

4. In law, to transfer ; to make over to another the right one has in any object, .as an estate, choie 
in action, or reversion. To assign dower, to make over a life interest in lands to the widow of the one 
from whom the assignor inherits. 

[Adopted.] Supreme Court, 1852. Bump v. Van Oi'sdale, 11 Barb. C34. 



AMERICAN LAW REVIEW ADVERTISER. 



6. Character. 4. The peculiar qualities impressed, by nature or habit, on a person, ■which distin- 
guish him from others : these constitute real character, and the qualities which he is supposed to pos- 
sess constitute his estimated character or reputation. Hence we say, a character is not formed, when the 
person has not acquired stable and distinctive qualities. 

[Adopted.] Supreme Court, 1850. Carpenter «;. People, 8 Barb. 603. 

7. Benefit. 2. Advantage ; profit ; a word of extensive use, and expressing whatever contributes 
to promote prosperity and personal happiness, or adds value to property. 

[Adopted.] Supreme Court, 1851. Fitch v. Bates, 11 Barb. 471. 

8. File. 2. To arrange or insert in a bundle,. as papers, indorsing the title ©n each paper. This 
is now the tnore common mode of filing papers in private and public offices. 

[Adopted.] Supreme Court, 1850. Bishop v. Cook, 13 Barb. 326. 

9. Injury. 1. In general, any wrong or damage done to a man's person, rights, reputation, or 
goods. 

[Adopted.] Supreme Court, Sp. T. 1856. Northern Railway Co. v. Carpentier, 3 
Abbott's Fr. 259. S.C 13 How. Pr. 222. 

10. Interest. 1. Concern; advantage; good; as ^?-rea(e interest ; pmMjc interest. 
3. Share; portion; part; participation in value. 

[Adopted.] Supreme Court, 1851. Fitch v. Bates, 11 Barb. 471. 

11 . Jobber. 4. A merchant who purchases goods from importers and sells to retailers. 
[Adopted.] V. Chan. Ct. 1847. Steward v. Winters, 4 Sandf. Ch. 587. 

12. Lend. 1. To grant to another for temporary use, on the express or impUed condition that 
the thing shall be returned ; as, to lend a book. 

[Adopted.] Supreme Court, 1855. Elton v. Markham, 20 Barb. 343. 

13 . Lottery. 1. A scheme for the distribution of prizes by chance, or the distribution itself. 
[Adopted.] Court of Appeals, 1852. Almshouse of New York v. Am. Art Union, 7 

N.Y. (3 beki.) 228. People v. Payne, 3 Den. 88. 

14. Meet. Tit; suitable; proper; qualified; convenient; adapted, as to a use or purpose. 
[Adopted.] Supreme Court, 1850. Woodburn v. Mosher, 9 Barb. 255. 

15. Proceeds. 2. In commerce, the sum, amount, or value, of goods sold or converted into 
money. The consignee was directed to sell the cargo and vest the proceeds in coffee. The proceeds 
of the goods sold amounted to little more than the prime cost and charges; 

[Adopted.] Court of Errors, 1831. Dow v. Whetten, 8 Wend. 160. 

16. Prostitution. 1. The act or practice of offering the body to an indiscriminate intercourse 
with men ; common lewdness of a female. 

2. Tlie act of setting one's self to sale, or of devoting to infamous purposes what is in one's power ; 
as, ihe prcstitmion of talents or abilities ; the prostitutio7i of the press. 

[Adopted.] Supreme Court, 1850. Carpenter v. People, 8 Barb. 603. 

17. Purchase. 2. In common usage, to buy ; to obtain property by paying an equivalent in. 
money. It differs from Barter only in the circumstance, that, in purchasing, the price or equivalent 
^ven or secured is money ; in bartering, the equivalent is given in goods. 

[Adopted.] Supreme Court, 1853. Hoyt v. Van Alstyne, 15 Barb. 568. 

18. Residence. 1. The act of abiding or dwelling in a place for some continuance of time ; as, 
the residence of an American in Trance or Italy for a year. 

[Adopted.] N.Y. Superior Court, 1857. Bartlett v. City of New York, 5 Sandf. 44. 
Crawford v. Wilson, 4 Barb. 504. 

19. Team-worh. Work done by a team, as distinguished from personal labor. 
[Adopted.] N.Y. Superior Court. Chambers. Harthouse v. Eikers, 1 Duer, 606. 

20. Team. 1. Two or more horses, oxen, or other beasts harnessed together to the same vehicle 
for drawing, as to a coach, chariot, wagon, cart, sled, sleigh, and the like. 

[Adopted.] N.Y. Superior Court. Chambers, 1853. Harthouse v. Rikers, 1 Duer, 606. 

21. Shave. 6. To strip ; to oppress by extortion ; to fleece. 
[Adopted.] Court of Errors, 1845. Stone v. Cooper, 2 Den. 293. 

22. Security. 5. Any thing given or deposited, to secure the payment of a debt, or the perfor- 
mance of a contract ; as a bond with surety, a mortgage, the indorsement of a responsible man, a 
pledge, &c. 

[Adopted.] A. V. Chan. Ct. 1845. Storm v. Waddell, 2 Sandf. Ch. 494. 
Judge Dillon, of Davenport, Iowa, furnishes the following, from the Iowa Reports, in 
which Webster has been cited as authority, in the Courts of that State: — 

1. Over. Webster's fifth and sixth definitions approved and adopted as basis of decision in Car- 
penter V. Cedar Rapids R. R. Co., 12 Iowa Rep. 105, per Loive, C. J. 

2. Surprise. Webster's first definition expressly adopted and approved in WiUard's Equity Jurisp. 
p. 205. 

3. Effected. In law frequently synonymous with enforced. Thus a lien may be effected, that is 
enforced, by bringing an action, &c. 9 Iowa, 154. 

4. Used. Legal meaning of the word, see 9 Iowa, 155. 

5. Prudent. " The prudent man is a cautious man — practically wise." — Webster. Per Wright, 
C. J., 9 Iowa, 236. 



AMERICAN LAW REVIEW ADVERTISER. 



6. Judiciously. "To act judiciously is to exercise good judgment." — Webster. Approved and 
adopted. 9 Iowa Rep. 236. 

7. Skillfully. "To act skillfully is to act with discretion or wisdom — prudently." — Webster. 
9 Iowa, 236. 

8. Resident. Webster's definition ("to dwell permanently," &c.) expressly approved, and the 
legal meaning of the word fully considered in Hinds v. Hinds, 1 Iowa, 36. 

9. Believed. Substantially the same in law as the word considered. 1 Iowa, 153. 

10. Expert. " A person instructed by experience." 1 Iowa, 167. 

11. Homestead. " A place to abide — a place for the family ; and to be a homestead the premises 
must be used as a home." 1 Iowa, 435. 

12. Surety. "The word ^surety' is defined by Webster, in his dictionary, to mean 'certainty, 
indubitableness, security, safety.' ' Security against loss or damage — security for payment ; and in law, 
one who enters into a bond, or recognizance, to answer another's appearance in court ; or for his pay- 
ment of a debt ; or for the perfoi-mance of some act, and who, in case of the principal debtor's failure, 
is compellable to pay the debt or damage, as a bondsman ; ' a bail." Quoted and approved, per Williams, 
C. J., Pitkins v. Boyd, 4 G. Greene, 259. 

13. Completed. " Finished, ended," &c. Webster's definition adopted in State v. BisseU, 4 G. 
Greene, 334. 

14. Being. . The one is present. The present participle "6«'«g-,'' means "existing in a certain 
state." — Webster. Adopted and approved, 4 G. Greene, 333. 

15. Carelessness. This is not a legal term ; but is equivalent, in law, to negligence. 8 Iowa 
Kep. 92. 

16. Permit. A failure to prevent does not amount to a. permission siithin the meaning of a crimi- 
nal statute. 4 Iowa Eep. 543. Dillon's (Iowa) Digest, 377. 

17. Character. "The peculiar qualities impressed," &c. This definition adopted, 5 Iowa Rep. 
394; where Woodward, J., says : " Character signifies that which a person really is, in distinction from 
that which he may be reputed to be." Dillon's (Iowa) Digest, 378. 

18. Chaste. A woman who delights in lewdness and indecency is not of chaste character in legal 
estimation, though she has escaped actual unlawful intercourse. Dillon's (Iowa) Digest, 378. 

19. Coivard. Not a legal term, and should not be used by a judge in charging a jury. 5 Iowa, 
481. 

20. Sodomy. This crime not indictable unless there is an express statute against it. 10 Iowa Rep. 
400. , 

21. Inhabitant. Not synonymoiis with the word citizen. Spragues v. Houghon, 2 Scam. 414. 

22. Until. In a contract or in law, it may have an exclusive or inclusive meaning. Hence, where 
a law provides that bids may be received until a certain day, none can be received on that day. Webster 
V. French, 12 111. 305. 

23. Harbor. Has the legal definite meaning of " fraudulent concealment." Chambers v. People, 
4 Scam. 354. 

24. Coupon. ZjiZaw, is essentially the same as a promissory note. 5 Iowa, 15 ; 6 i6. 265. Dillon's 
(Iowa) Digest, 318. 

25. Prostitute. Webster's definition adopted. 8 Iowa Rep. 454. Dillon's (Iowa) Digest, 362. 

26. Prostitution. AVebster's definition adopted. Hence held that criminal intercourse confined 
exclusively to one man, did not amount in law to prostitution. 6 Iowa Rep. 447. 

27. Steal. Its legal meaning is the same as its common meaning. 2 Greene Rep. 308. Dillon's 
(Iowa) Digest, 365. 

RlCHAED CoBDEN's DICTIONARY. — In a recent correg|)ondence between Mr. Cobden and the 
Editor of the " London Times," the following passage occurs in one of Mr. C.'s letters, — 

" You wUl observe in the above passage from my speech taken from your own report, that I use the 
words, ' I don't want any agrarian outrages by which we should change all this; ' and now we must 
. appeal to the tribunal of the lexicographer. If you turn to Webster's (quarto) Dictionary, you will find 
the word ' agrarian ' interpreted, on the authority of Burke, as follows : — 

" ' Relating to lands. Denoting or pertaining to an equal division of lands ; as, the agrarian laws of 
Rome, which distributed the conquered and other Public lands equally among all the citizens, limiting 
the quantity which each might enjoy.' 

" Again, in the same dictionary, the word ' agrarianism ' is given as 'an equal division of lands or 
property, or the principles of those who favor- such a division.' Thus, in repudiating the agrarian 
system, I repudiated in pure and unquestionable English, according to Burke, the principles of those 
who favor an equal division of land," &c. 

So it seems that our English cousins rely upon Webster, as a standard for definitions, from which 
no appeal is thought of. —Republican. 

You are invited to send us any cases in addition to or like the foreg;oing, where Webster 
has been cited as authority in courts, on important trials, specifying the case, the court, and 
the date. 

Also, Just Published, 

WEBSTER'S NATIONAL PICTORIAL DIGTIONARY. 

1040 pages, octavo. Price, $6. 
Spkingfield, Mass., January, 1868. G. & C. MERRIAM. 



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It contains 1 0,000 WOKDS and MEANINGS not found in other Dictionaries. 

It is now believed to be by far the most complete, useful, and satisfactory Dictionary of the language' 
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The possession of any other EngUsh Dictionary, or any previous edition of this, can not compensate 
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BEST ENGLISH DICTIONAKY, and, once possessed, remain of constant and abiding value. 

No other English Dictionary has such weight of authority, or is cited so fi?eqiiently in Legislatures, 
Courts of Justice, or in determining the meaning of contracts, as Webster. A very large number of 
Reported Cases, arguments of counsel, &.C., might be quoted to prove this. 

_ "Unquestionably the very best Dictionary of our language extant. . Its great accuracy in the defi- 
nition and derivation of uords gives it an authority that no other work on the subject possesses. It is 
constantly cited and relied on in our Courts of Justice, in our Legislative bodies, and in public discus- 
sions, as entirely conclusive." — Hon. John ,C. Spencer. 

Lately one of the most important suits of modern times, in the highest co"rt of England, turned 
solely on the definition of a single word. It is significant of Dr. AVebster's reputation in^Englatid as a 
definer of words, that, in the Alexandra case, tiied in the Court of Exchequer, at ■Westminster Hall, 
under purely Eng'.ish law, no other Dictionary, English or American, was quoted or alluded to than his. 
We quote from the Lord Chief Baron's decision, June 24, 1863, (page 232 of the report of the trial) : — 

'• I have looked, so that I might not go wrong, (as we have the advantage of having it here,) at Web- 
ster's American Dictionary, a work of the greatest learning, research, and ability." 

''I think it not only a great improvement upon former issues of the same work, but superior, in 
most respects, to any other English Dictionary known to me. The labors of the recent editors and con- 
tributors have made it iindoubtedly the best general etymologicon we yet possess of the language ; its 
vocabulary is as ample as could well be given in the compass of a single volume; its definitions are, in 
general, sufficiently c-iiact and discriminating ; and its pronunciation is apparently conformable to the 
best usage." — Hon. George P. Marsh, Florence, Italy, March 7, 1836. 

"Etymological part remarkably well done. • • ■ We have had no English Dictionary nearly so good 
in this respect." — North American Rcvieiv. 

" In our opinion, it is the best Dictionary that either England or America can boast." — National 
Quarterlij Revieio. 

" No Enghsh scholar can dispense witli this work." — Bibliotlieca Sacra. 

"In its general accuracy, completeness, and practical utility, the work is one which none who can 
read or write can hence/oncard afford to dispense loith.''' — Atlantic Monthly. 

" The New Webster is glorious — it is perfect — it distaYices and defies competition— it leaves nothing 
to be desired." — J. H. Raymond, LL. D., President of Vassar College. 

"All young persons should have a standard Dictionary at their elbows. And while yoa are about it 
GET THE best; that Dictionary is Noah Webster's— i!Ae great ic'crk. unabridged. If you are too poor, 
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tis time enough in one year's use to pay for itself; and that must be deemed good property which will 
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In One Volume of 1,840 Koyal Qnarto Pages, cad in various Common and Fine Bindings. 

"GET THE LATEST." " GET THE BEST." " GET WEBSTER." 

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WEBSTER'S SCMOOL DICTIONARIES ; viz., 

I THE PRIMARY. III. HIGH SCHOOL. V. COUNTING HOUSE. 

II. COM-MON SCHOOL. IV. ACADEJitC. VI. UNIVERSITY. 

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than aU others combined. 

S^^ Webster's School .Dictionaries arc published by IVISON, PHINNEY, BLAKEMAN & CO., 47 
and 49 Greene St.. New York; J. B. LaPPINCOTT & CO., Philadelphia; and sold by S. C. GRIGGS & 
CO., Chicago; SARGENT, WILSON & HINKLE, Cincinnati ; and by aU EookseUers. 

IJJ^^C^7' EOOX-SIS. 

CJiitf.ff's Pleadings, 3 vols., with American Kotes by J. C. Perkins, Esq. 

New' Edition. 1883. 

Chiffj/ on Contracts, greatly improved by ih& adtlition of American Notes by 
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Chitty on Mills. Edited by J. C. Perkins, Esq. 

The above standard Law Books, so indispensable to every ]awyer"-3 library, continue to be published 
by G. & C MERRIAM, and are sold by all Law Booksellers. 



PEIRCE'S PATENT SLATES. 



Warranted Suiterior to any otheis >n use. MGHT! N'OISEI.ESS! nCRABLE! Improved 
by use. Ea.sily Cleaned. Cannot be Broken by Falling. NEVEK BKCU.VI K GLOSSY ! 

Pencils always write easily upon them. Are harder than leal slate, and cannot be scratcheil, 

yet never crack or scale off. 

TESTIiVrONIA^LS. 

The following is from ''The Father of the Pulilic School System of Pennsylvania," and for 
many years State Superintendent. 

Lancaster, January 4, 1867. 

"From its origin to its present improved and satisfactory condition. 1 have watched the 
progress of the artificial Slate (or Sto;ie) Surface of Mr. 1 Newton Peirce I have seen it in- 
troduced in many schools and institutions, and have never known its use to he abandoned, 
or to fail of giving satisfaction In facility of application, rapidity of drying for use, eheaj)- 
nesB and durability as a wall surface, in lieu of the old black board, it is' all that can be de- 
sired. Its merits, in the shape of Portable Slates, Tablets. &c., need not he asserted. In this 
form it will speak for itself, on inspection." ' Tho.ma8 H. Burrowes. 



Office City Superintend- nt o/ Pvblic Instruction, 
Baltimore. April 5th, 1867. 
1 have used extensively on the Black Boards of the public schools of this city, Peirce's Pa- 
tent Slate Surface, and believe it to be the best material of the kind manufactured. 

J. N. Mc.TlLTON. 



Boston, January 31st, 18'67. 
AVe have used Peirce's Patent Slates for some time in our scliools, and from our experience, 
.and their present improved character, we believe they are superior to all other slates we luive 
ever seen, and shall favor tht-ir more extended use. 

Joshua Bates, Principal Brimmer School. 

J.^MES A. Page, I'rincipal Dwiyld School. 

C. GoorwiN Clark, Principal' Lincoln School. 

State Normal School, Trenton, N. J., February 11th, 1867. 
We "have been using Peirce's Book Slates for some time in this Institution, and greatly pi-e 
I'er them to every other kind of slate. John S. Hart, Prinvi'pal. 

Penn. State Teachers'' Association, Bellefonte, August 8th, 1867. 
Having examined and tested Peirce's Patent Noiseless Slates and Stone Slate Surfacf, ilt 
recommend them and their use in the school room, as bting superior to all other Slates ai.i' 
t'Urface we ha/e ever seen : 

Z. Edwards, Dep't Education, Washington, D. C 

¥. A. Allen, J'rin. State Nurmal Schiiol.MansUeld, Pa. 

H. D. Walker, Prin. Orange'ville State Soldier Orph. School. 

Chas. W. Oeans, Prin. Harford St'ite Soldier Orph. School. 

Edward Brooks, Prin. State Nur. School, Alillersville, Pa 

1. S. Heist, Professor in " •• '' " 

('. H. Harding, " " " " " 

A. O. Newhher, Superintendant Scliools, Columbia, ' 

J. E. Thomas, Prin. Pine Grace Academy and Seminary, ' 

Joseph V/'AViiU, I'rincipal Holiiday.-iOury Seminary, " 

M. B. Grant, •' Grrensbarg Adodemy, " 

W. Henry 1'arkee, " Ring. Gram School, Phila. ' 

Wm F. Wyers, " Wyer^s Boarding School, ' 

AnI'REW BuuTT, " Mh Ward School, Pittsburg, " 

S. S. Jack, " Sewinckly Acod'y near I'hila. 

W. W. Woodruff, Superintendent Chester County, " 

S. C GiLCHKlsT, • Washiugton " " 

Martin Mohleh, " Mifflin " '• 

K. McUevitt, " Huntington " ' 

E. T. BURGAN, Sup't Model School, Keystone State Normal School, Kutzlown. Pa 

Jas. H. Hak Kin, Belief unle, Pa. 

J. R. SVPHER, JV. V. Tribune. 



Office of Controllers of Public Schools. First District of Pennsyloaniu, 
Philadelphia, December 22, 1866. 
At a meeting of the Controllers of Public Schools, First District of Pennsylvania, IkIiI ;:I 
the Controllers' Chamber, Friday, December 21, 1866, the following resolution was iin^iui 
inously adojited : 

Resolved, That Peirce's Patent Slates and Slated Goods, be used in the imblic schools if t'.is 
district. [From the Minutes ] 

H. L. TIalliwell, Secretary. 

These Slates have also been adopted by unanimous vote of the Board of Directors of W^iih 
ington, al>o for the public schools of Baltimoie, nnd are used in tiie pub'ic schools of Pnsion 
Cincinnati, Chicago, St. Louis, and many other cities. 

JJcuare of Imitaiion Surface. Ask for Peirce's Patent. 

I. NEWTON PEIRCE & CO., Manufacturers, 

427 Worth Eleventh street, Philadelphia. 



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1. It is constantly carrying over 600,000 persons toward the 
doom that awaits the Common Drunkard. 

2. It carries untold misery and wretchedness directly to 
more than 2,500,000 persons, a large proportion of whom are 
women and children. 

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over 400,000 persons in the Alms House. 

4. It carries down to the condition of Criminals enough to 
keep 75,000 in Prison. 

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and noble young men in our Army. 

6. It has carried Victory to our enemies and Slaughter to 
our friends in several important battles during the war, by dis- 
qualifying officers and men for their duty. 

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and Riots. 

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many of the most talented men of the country, from the Bar, 
the Bench, the Pulpit and the Halls of Congress. 

9. It carries more than 50,000 into Eternity annually. 

10. It carries more than 370,000,000 of dollars to Destruction. 

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12. Its business is said to be rapidly increasing. 

Eeader, will you assist in diflPusing information about the above Eoad, 

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^ through which it passes and in which it terminates. This advertisement 

, ot the Eoad is published in three forms and will be sent by mail, post paid, 

to any address. Large size Colored Lithograph edition, 4 feet by 2, 

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In tlio bnckground, on the left, a trnin is seen leaving the region of fountains, churches and ministering angels, for the Black Valley Codktrt ; further down, fa; ier trains are seen. In tlio forogronnd 
B train is leaving DuumcAUD'a Cduvk, tlie last slopping place. In the saloon one conductor is emptying the pockets of travelers, wliile another is ejecting tliem from the train. Forward of tlio saloon Is 
tno Fini;M.\N, who is also larj-ely interested in the Jioad. On the left some travelers who have been carried further than they intended to go, are leaving the train to return by the Teniperanceland .Slanesj 
on tlio rigid philanthropists are helping into AMnnL.VNcES the disabled and dying, who have been thrown out along the Track of the Koad. Beyond is seen apart of the Dlaok Vallky Kobest, whose luat 
Ices and i'rulllcsB trees are loaning and breaking in the coils of huge serpents. Further on is IIeggarstown and 1'bisomown, beyond which a train is seen disappeariDg into Deliuiumtown and UBiioM- 
I.ASP and the stormy regions toward tho lower terminus of the Koad, from which the only telegram that ever comes is 

"Ajt tUo last It 'bitotli like a Serpent aixO. stlnKeth lUce an A.dder." 

£ntend acconling to A<it of Congtesi, In tho jurlBBi, b; 8. W. Sasxs, in the Cisrk'a Office of the District Court of the District of MuMCbuietU. 



QUICK TIME. AGGOMMODATiNG GONDUGTORS. LOW FARES. 

« 

Through Passengers will arrive at or about Midnight. 




Trains 

(0= Accidents by 

Sippington, 6 : 

Tippleton, 7 

Topersville, 7 

Medicine Bog, 7 
Guzzlers' Junct'n, 7 
Drunkards' Curve,8 
Rowdyville, 
Quarrelville, 
Fightington, 
Blood Gully, 



Move by the following Progressive Time-Table : 

Collisions are entirely avoided, as no U2)-trains are run over the Road.) 

Debauch Slough, Screech Owl Forest, m 

Kill-Conscience Cut, Dismal Swamp, U 

Prisonton, . Hobgoblin Woods, § 

Beggarstown, ^ Rattlesnake Ledge, y 

Pauper Desert, | Dark Tunnel, " 

Murder Hollow, ^ "Whirlwind Crossing, § 

Idiot Flats, ^ Thunderland, g 

Deliriumton, Black Valley, ^ 

Demonland, Dead River, arriving at § 

Hornetsnest Thicket, DESTRUCTION at 2 



:00 A.M. 

:00 

:30 

:45 

:50 

:00 

tn 
to 

H 
» 



ttT" TICKETS SOLD AT LIQUOR SHOPS THROUGH THE COUNTRY. 
ZJazY;/ jDafrons of the Road, above TTp/^^etow, supplied with TTirough 77cZ;e;s at reduced rates. 

[HF From Deunkaeds' Cueve the Train is an Express^ — all taking in being done 
above that station, and principally of respectable people. Passengers for all the places 
beyond are thrown out without stopping the Train. 

(13^ Passengers not allowed to stand on the platform, or to put their heads out of the 
windows below Rowdyville — the Corporation not wishing to alarm persons who are not pat- 
rons of the Road. 

Qir Persons desiring to leave the Train will find the stages of the Tempeeance Al- 
liance at Drunkards' Curve, and all the Stations above, ready to convey them free to any 
of the villages upon Cold Steeam River. Below Drunkards' Curiae, ambulances 
•will be used. 

[CT Persons living in the vicinity of this Road must " look out for the engine," as no 
bell is rung or brakemen employed below Drunkards' Curve, and the Company disclaim all 
responsibility for damages. 

[CF All Baggage at the risk of the owners. Widows and orphans in pursuit of baggage 
lost hy friends on this Road are infoiTned that the Corporation will adhere strictly to the 
usages oj the Jioad, and positively will not restore lost baggage. 

10° Passengers in the' sleeping cars, especially Stockholders, will be waked up at 
Screech Owl Forest, Thunderland, and at the end of the Hood. 

O" Stages from Tobaccoland connect with all the Trains. 

{X^'Notice. — There will be a Business Meeting, by-and-by, of the Stockholders 
and Conductors of the Road to hear a Report concerning 

Liabilities under the Higlier Law ! 



MARYLiAHD 

EDUCATI05AL JOURIAL: 

A SCSOOL ANn FAMILY MONTSLY. 

VOL. I. BALTIMORE, MARCH, 1868. NO. IL 

NOTES ON TEACHING NATUEAL SCIENCE. 

SPECIFIC GRAVITY. 

Before entering npon the discussion of any theme in science, it 
is desirable first to review the necessary preliminaries which have 
already been settled by the general agreement of experts and 
scholars. It is assumed that the review is bona fide, and that the 
parties concerned, both teacher and pupils, are prepared to ad- 
vance. In these notes it is impossible to connect one theme with 
another in logical sequence, or to do more than briefly indicate a 
few of the generally accepted definitions and customs. In this 
paper, for instance, much more matter has been prepared than 
can be used, and although many points are merely touched, upon 
which it would have been a pleasure to dwell, yet the article has 
reached an inordinate length. It is to be hoped that Home 
Tooke's motto — Dum brevis esse laboro, obscurusfio — does not ap- 
ply to the bulky residuum. 

Preliminary. — The weight of a bod^ without reference to its 
size is its absolute weight. The weight of any given unit of vol- 
ume is its specific weight. Absolute and specific weights vary 
with the varying intensity of gravity ; e. g., they are greater at 
the poles than at the equator. 

The ratio of the weight of any volume of a substance to the 

weight of an equal volume of another substance, accepted as a 

standard of comparison, and under like conditions, is the specific 

gravity of the substance taken. Specific gravity is, therefore, an 

1 



322 Maryland Educational Journal: 

invariable quantity expressing how many times heavier a body 
is than an equal volume of the standard at the same time and 
place. The investigation therefore requires: 1. The standard. 
2. The conditions of comparison. 3. The methods of comparison. 

I. The universally accepted standard for the comparison of 
solids and liquids is distilled water. The usual standard for aeri- 
form bodies is air ; but the new school of chemists has adopted 
hydrogen. The latter is to be preferred from its homogeneous- 
ness, its lightness, and certain other considei^ations connected 
with atomic weights and specific heats. 

II. It is evidently required that the bodies compared should 
be subject to precisely the same influences ; therefore (A) as heat 
does not expand any two bodies in exactly the same ratio, the 
temperature is taken or calculated at a given degree. The Eng- 
lish speaking chemists generally take 60° F. for all bodies ; the 
French and the " new school " take water at its greatest density 
(39^.2 F.) and all other bodies at the temperature of melting ice 
(32°F.) 

(B') Atmospheric pressure is ordinarily an important consider- 
ation in regard to aeriform bodies only. Some chemists reduce 
all determinations to vacuo ; the English standard is 30 inches 
barometer; the French is 760 mm = 29.96 inches bar. (C) It 
is assumed that the bodies are weighed at the same place, where- 
by an equality in the attraction of gravitation is assured. (D) 
For ordinary purposes, rain water is a sufficient approximation 
in purity as regards this standard. 

It is well to know the relations which exist between the 
standards. Equal volumes being taken, water sit 39°.2 F. is 773 
times heavier than air at 32° F., and at 60° F. it is 816 times 
heavier than air at 60° F. ; hydrogen has .0693 the weight of air : 
therefore, if hydrogen at 32° F. be taken as unity, air is nearly 
14.5 and water 11163 times as heavy. Under the normal French 
conditions one litre of hydrogen weighs .089578 gramme. The 
weight of a cubic inch of water at 62° F. 30 in bar. is 252.456 
grains ; in vacuo = 252.722 grains. 

III. Specific gravity is found by dividing the absolute weight 
of a body by the absolute weight of an equal volume of the 
standard. 

(E) It is easy to obtain equal volumes of liquids Almost any 
light two ounce vial may be used as a specific gravity bottle. 
All that is necessary is to mark on its neck the level to which 
1000 grains of distilled water will rise, when poured in it. Of 



A School and Family Monthly. 323 

course, it is not imperative that the bottle should contain exactly 
1000 grains ; that number is used merely because it is a con - 
venient divisor. 

(F) It is also easy to find, by means of this vial, the weight of 
a volume of water equal to that of small fragments of mineral. 
(1) Fill the bottle to the brim with water ; (2) drop the mineral 
carefully into the bottle ; (3) catch and weigh the water that runs 
over. Then, specific gravity of mineral = weight of mineral in 
air -^ weight of water displaced. 

If all substances could be formed into shapes that admit 
of accurate measurement and weight, we could easily reduce 
these to a common volume and determine their specific gravity 
at once. In demonstrating this subject before a class, it is a de- 
cided advantage to have a few inch volumes of diff'erent solids, in 
order to fix in the minds of the class the fact of unequal weights, 
the reason for comparing them, and the practical utility of the 
discovery of Archimedes. 

The principle of Archimedes is of such constant applica- 
tion, that it is well to make thorough work in exemplifying it. 
First, convince the pupil that a body submerged in any fluid loses 
weight. {G) By common experience in lifting a heavy stone out 
of water into air. A deep tub of water and a large stone will 
answer for the experiment. (2Z ) Having suspended a solid from 
an equipoised balance, call attention to the loss of equilibrium 
when the solid is immersed in water. A common spring balance 
will demonstrate this, if masses as large as a brick are used. A 
general rule in experimenting is, that a lack of delicate adjust- 
ment of apparatus may partially be compensated for by the use 
of larger quantities. When the object sought is demonstration 
before large classes, it is often preferable to obtain clearly marked 
results at the expense of accuracy, (i) Show that the loss of 
weight varies with the fluid. Hang an egg or a sound potato 
from a balance, and having submerged the solid in rain water, 
bring the balance to equilibrium. Now add salt, little by little, 
to the water, and it will be found that the solid exerts a continu- 
ally diminishing pull on the scales, until, at last, it floats and 
ceases to affect the balance. 

Secondly, determine that the weight lost by a solid sub- 
merged in a fluid is exactly equal to the weight of the fluid hav- 
ing a volume exactly equal to that of the solid. (J) Mark the 
height of the liquid, before immersing the solid and after, by means 
of strings tied round the jar. Draw this quantity off by a pipette 



324 Maryland Educational Journal: 

or by a siphon, and compare the weight of this with the weight 
lost by the solid. A graduated jar will afford an easy means of 
calculating the volume of liquid displaced. A cylindrical litre 
measure, graduated in centimetres, is a perfect luxury to have in 
these experiments. 

(X) Take a vessel with a lip, and fill it to the brim ; place a 
glass rod in a bowl, and let the rod rest against the lip of the 
vessel ; grease the under edge of the lip to prevent the fluid from 
going in any direction but down the rod ; now immerse the solid, 
catch and weigh the liquid that runs over into the bowl ; then 
compare as before. (L) The best method is by the cylinder and 
bucket experiment of the text-books ; but the apparatus is not 
always to be had. Apply any one of these methods to some 
other liquid as brine or alcohol, or both, and compare the weight 
lost in either with the loss in water. 

(Jf ) Finally, give the demonstration required by the theory of 
equality of pressures in Hydrostatics. Do not neglect to impress 
the result attained by each method ; viz : The weight lost by a 
solid immersed in any fluid ivhatever is exactly equal to the iveight of 
an equal volume of the fluid. 

The application of the principle of Archimedes is an easy 
matter. It naturally falls into three divisions: 1. To solids 
heavier than water. This needs no comment. Specific gravity of 
solid = weight of solid in air -^ loss of weight of solid in water. 
2. To solids lighter than water. If many determinations of this 
character are to be made, it will be found convenient to use the 
same sinker of lead or brass, and determine once for all its weight 
in air, and loss of weight in water. The steps in the calculation 

are — 

(a) Air weight of heavier solid, = a 
lighter " = x 

" " both solids, = x-\-a 

(6) Loss in water of both solids, = xf -\ra' 
" " heavier solid, = a' 



" " lighter " = a/ 

X 

(c) Specific gravity of lighter solid ^ — 

a/ 

3. To fluids. Since a cubic inch of water weighs 252 grains, a 
heavy sphere one inch in diameter will lose in water 133.3 grains, 
and in any other liquid in proportion to the density of the liquid. 

A specific gravity bulb can easily be made of a boy's glass mar- 
ble, by suspending it by means of a fine wire, preferably of pla- 



A School and Family Monthly. . 325 

tinum. A marble a trifle over 0.9 inch in diameter, may readily 
be ground away so as to displace exactly 100 grains of water, 
thus affording a convenient divisor. One of the best forms of this 
instrument is made by ballasting a very short test tube with mer- 
cury or shot, and hermetically sealing the open end, at the same 
time bending it into a hook. Then, sp. gr. of a fluid = loss of 
weight of bulb in the fluid -^ loss of weight of the bulb in water. 
IS'o method of obtaining the specific gravity of liquids excels this 
in point of general convenience and accuracy. 

Frecautions. — As it is difficult to maintain constantly any 
other temperature than that of melting ice, it is sometimes desi- 
rable to make the weighings in water containing ice, and then 
allow for the difference in temperature. Thus one volume of 
water at 32° F. becomes 0.99988 vol. at 39°.2 F., and 1.00084 at 
60° F. The specific gravities corresponding are, at 32° F. = 1, 
at 39°.2 F. = 1.000115, at 60° F. — 0.99915. 

It is important to exclude all air bubbles from the body 
submerged, because of their buoyant effort. To do this, dislodge 
them by passing a pigeon's feather gently about the body. 

The string that supports the body should not be longer nor 
heavier than is actually necessary. Except for corrosive liquids 
and heavy solids, the best supporters are human hairs, the finer 
and longer the better. These should be carefully washed, first in 
alcohol, then in ether, to remove every trace of oil, and then 
wound separately on a card. 

Of course none of these precautions are of any service, un- 
less the weighings can be conducted with accuracy on delicate 
balances. With fine balances, it is not expedient to use more 
than a dram or so of the solid. The air weight should be taken 
first. In very careful determinations, the solid is first heated to 
drive off all moisture, and then cooled in air which has been dried 
by contact with sulphuric acid. The reason for this is that all 
solids are more or less hygroscopic. — S. A. N. in Ohio Educa- 
tional Monthly. 



There is not a man of any race so low that you can not by 
the line of education catch him and bring him to the surface of 
the water and find gold in his mouth. 



326 Maryland Educational Journal: 

A COURSE OF STUDY FOR HIGH SCHOOLS. 

BY PHILOMATH. 

It is just at this period in a course of education that literary 
men and teachers begin to differ essentially as to what branches 
of study should receive most attention. What has preceded has 
seemed to be of so little moment as to give no occasion for 
warmth in debate, and yet a truly philosophical view of educa- 
tion would necessitate a closer scrutiny of its foundations. 

The contest all along has been three-sided, the parties engaged 
being respectively special friends of the mathematics, the lan- 
guages, or the natural sciences, l^ov is it surprising that the 
strife between these parties should have at times grown heated, 
nay, even intemperate, for they represent the three natural ten- 
dencies or aptitudes of the mind which are easily nurtured into 
passions. This is so true that what seems to many the driest 
of mental exercises, almost destitute of nutrition, so to speak, 
(I mean the mathematics,) becomes often intensely delightful to 
the mind pre5ccupied with its processes. In the performance of 
simple addition, for example, little children are frequently known 
to display a degree of mental feeling so intense as to send the 
blood rushing to the head. The same may be said of any class 
of mental aptitudes when specially trained. 

In John Stuart Mill's address on a higher course of study, I 
find this remarkable passage : 

" This question whether we should be taught the classics or sciences, seems 
to me, 1 confess, very like a dispute whether painters should cultivate drawing 
or colouring, or, to use a more homely illustration, whether a tailor should 
make coats or trousers. I can only reply by the question, Why not both ? * * 
If there were no more to be said than that scientific education teaches us to 
think, and literary education to express our thoughts, do we not require bothf 
Short as life is, and shorter still as we make it by the time wasted on things 
which are neither business, nor meditation, nor pleasure, we are not so badly 
off that our scholars need be ignorant of the laws and properties of the world 
they live in, or our scientific men destitute of poetic feeling and artistic culti- 
vation. I am amazed at the limited conception which many educational re- 
formers have formed to themselves of a human being's powers of acquisition." 

A definition of education must comprehend the whole of human 
nature, and a course of study which fails to provide a due variety 
of food for the mental life is unworthy of acceptance. 'Now let 
us take the human mind as we find it when entering upon its 
career in the world, and provide for its education accordingly. 
Let us quickly abandon the absurd folly of special education for 
a pursuit in life. It is worse than folly for a youth to begin 



A School and Family Monthly. 327 

special preparation for a specific work, which, once begun, must 
be life-long, before his faculties are sufficiently matured in some 
measure to value that life-work correctly. How many good 
mechanics have been lost to the community by too great haste in 
turning the minds of youth in the direction of law or theology ! 
How many more good lawyers and efficient ministers might have 
been afforded to society by a more liberal and comprehensive 
education of those who were quite capable of mastering the 
learned professions. 

'Nor is the question presented to educators for settlement, one 
of thoroughness of preparation for a specific work, nor yet, 
"how to live well," as Mr. Spencer would have it, unless, indeed, 
that writer will include in living well, something more than he 
has yet mentioned ; but rather, and above all other questions, 
how best, freely, and completely to train all the natural appe- 
tites of the individual, until they are made harmonious among 
themselves, and have acquired independent power. And it is 
incumbent upon education to supply its subjects with more than 
a single resource with which to enter upon this life-work. 

The human mind, then, is not organized upon " one idea," but 
upon several. Its history displays a complement of leading 
ideas governing its growth in society. Its pursuits and accumu- 
lations of knowledge have followed definite and marked path- 
ways under the guidance of these leading ideas. Now higher 
education must be shaped into concordance with its organ- 
ization, its growth, and the plainly marked lines of progressive 
knowledge. 

Assuming, then, that the common branches of an English 
course have been well taught and mastered, which can be done, 
surely, in nine years of school life, the pupil may fairly be sup- 
posed ready to enter upon a high-school course at fifteen, to con- 
tinue in the high school not longer than three years. Let me 
briefly remark that this will be long enough, because the work 
proper can be done and pupils be prepared for college in that 
time, because a longer course is not willingly entered upon with 
a view to completion, and because in three years a practical and 
highly profitable amount of culture can be completed. Up to 
this time it is presumed that the training has followed natural 
channels suited to the development of mind, and has obtained 
for the pupil knowledge that will serve as a secure ground work 
for advancement. 

It would be improper as well as unnecessary for the pupil to 



328 Maryland Educational Journal : 

begin any thing essentially strange to the intellect. The science 
of quantity may be continued in its higher branches through 
plane trigonometry — algebra being studied one year and a half, 
geometry and plane trigonometry one year. Elementary astron- 
omy will serve as a fitting termination to the course in mathe- 
matics. So much, at least, should be done to develop the idea of 
quantity found lodged in the mind at its birth. This is sufiicient; 
for the youth has acquired enough to prej)are him for college, 
and enough to " set him up " in practical mechanics. 

The natural sciences should not have been wholly deferred till 
the beginning of the high-school course, for there is much that 
ranges under natural science that might be fittingly placed with 
the " common branches." But suppose instruction in these 
sciences to begin with the high-school course, and I think it will 
still be practicable to complete natural philosophy in one year, 
physiology and botany each in half a year, and chemistry in one 
year. Of course, it is not understood that when we speak of 
completing a branch, it is meant that the subject is exhausted. 
But we do afiirm that in the time specified, an intelligent, indus- 
trious teacher can put his pupils on the right road to an inter- 
ested and successful pursuit of the sciences mentioned. 

It seems scarcely necessary to urge the importance of the 
sciences as forming part of a just plan of culture. No one can 
safely claim that the knowledge they afford may, with justice to 
the mind constituted to love nature and live among her forms and 
scenes, be dispensed with. The natural sciences will be most 
useful in mind culture, not as means of supplying mere facts out 
of relation to each other, in whatever quantity, but when yield- 
ing in due arrangement that food which the mind through obser- 
vation, memory, and the grand law of association makes part of 
its own nature, thus bringing nature and human nature into har- 
mony. Mind demands to be made acquainted with the facts of 
the world wherein it must woi'k out its destiny. 

But not less important than either of these are the forms 
through which the immaterial consciousness whose states and 
activities can neither be numbered nor represented by physical 
forms, must find intelligent expression. Language performs its 
own peculiar part in the life and growth of the mind. Assuming 
respecting this, as of the other lines of study, that the English 
language here where it is spoken, has been rightly taught the 
child throughout the nine years preceding his entrance into the 
high school, it is recommended that the Latin language be studied 



A School and Family Monthly. 329 

three years. This would be giving language an equal place in 
the curriculum with mathematics and the natural sciences. Latin 
here in America, or in England, will he of greater practical value 
to more persons than either German, French, Spanish, or "Welsh. 
In France the schools prefer Latin to English or German ; in 
Germany it is taught more than French or English. This is true 
of France and Germany, because Latin, next to the mother 
tongue, is there properly thought to be the best means of culture 
in language. (I am not posted as to Spain and Wales.) The 
same is true in America. 

That some one language besides our own should be studied, 
seems to me very important for the following reason, among 
others : Thought is expressed in words, and is sought for in 
words. The mind is naturally inclined to be satisfied with con- 
venient, though often ill-suited, words to express its thought, and 
can with difficulty be persuaded to look below the surface for the 
truer and deeper meanings of words. Let any one faithfully 
examine his own mind in this particular, and he will be aston- 
ished at his own carelessness, and lack of force and wit, in speak- 
ing, hearing, reading, and thinking. Words do not come to us 
laded with meaning, because we fail duly to ee-spect them. 
This is a great evil in education. 

Is it not true that in the use of our own language, we too easily 
fall into the habit of using words carelessly, and of skimming 
over sentence, paragraph, and page? Such a habit constantly 
leads to weakness of intellect, and there needs to be something 
to counteract the evil tendency and train the mind in an opposite 
direction. I know of nothing better suited to this purpose than 
the Latin language. It has, to recommend it as a means of cul- 
ture, that accuracy and permanence in the forms which repre- 
sent ideas, that give to exact science their chief value in educa- 
tion. Modern languages are constantly changing their forms. 

Now the signs of the times show that language-culture is to take 
a prominent place in our courses of study. I hope to see the day 
when language will be made to represent the leading idea in edu- 
cation. Of course with us the English language must stand first, 
from beginning to end, as a part of a thorough education, but 
Latin should come next in order, and be put on an equality with 
the sciences and mathematics. 

The high-school course of study should also embrace English 
and general history, and American and English literature. 
American literature and English history may employ the first 



330 Maryland Educational Journal: 

year, alternating with each other day by day, and English liter- 
ature and general history will consume the time due to one 
branch for the remaining two years. 

Composition, reading, and declamation should not be neglected, 
as is often the case. Language, if rightly taught, will afford a 
basis for composition ; indeed, this will be its most useful office ; 
and all the branches of study should be so handled by teacher 
and scholar as to afford subject-matter for essay writing. It at 
once occurs to any one, that nothing can be said to be well learned 
which can not be reproduced by the mind which claims to have 
knowledge. 

The following is an outline of the course of study above advo- 
cated : 

FIRST TEAR. 

1. Algebra — five lessons per week. 

2. Natural Philosophy — five lessons per week 

i American Literature ] 
English History > — five lessons per week. 
English Composition j 

4 Latin and Composition. \t f' y \ — ^^® lessons per week. 

SECONDTEAR. 

1. Geometry and Trigonometry — five lessons per week. 

2. Physiology and Botany — five lessons per week. 

{English Literature.... 1 
General History V — five lessons per week. 
English Composition j 

4. Latin and Composition, -j j t E f — ^^^ lessons per week. 

THIRD TEAR. 

1. Chemistry — five lessons per week. 

2. Latin and Composition — five lessons per week. 

3 j Elementary Astronomy | _g^^ j^^^^^^ ^^^^^ 
( Gepmetry (reviewed;.... ) ^ 

{General History ] 
Mental Philosophy... > — five lessons per week. 
English Composition J 

It will be noticed that each term's course embraces only three 
branches which require hard study. History and English litera- 
ture should be taught by reading and conversation between 
teacher and pupils, as a pastime. The text should not be memo- 
rized. 

A fourth year, embracing Latin (continued), Greek (begun), 
Logic, and Geology, might be added, but these studies properly 
belong to the college course. — Ohio Educational Monthly. 



A School and Family Monthly. 331 

BE YE PEEFECT. 

BY W. H. TENABLE. 

The greatest of philosophers declared, centuries ago, that edu- 
cation consists in giving the body and soul all the perfection of 
which they are susceptible. And this is a grand truth that needs 
to be reiterated from age to age. It were well if all men could 
be convinced that their master obligation is to strive towards the 
highest and the best. It becomes a teacher especially to enter- 
tain and advocate broad views of the possibilities of human 
nature, and the sublime purposes of education. It is true that 
no one can hope, in this short life, to realize Plato's idea of edu- 
cation in giving body and soul all the perfection of which they 
are absolutely susceptible. Nevertheless perfection should be 
the aim of all. A lower aim will not suffice. He who makes 
perfection his object will accomplish all that others of lower aim 
do, and something else besides. Various are the motives which 
call forth human energy. Some struggle for what is called " suc- 
cess in life." Some endeavor to attain the result of culture that 
Matthew Arnold calls " sweetness and light." Some cultivate 
their faculties that they may render important service to their 
fellow men. Some develop their powers that they may live to 
the glory of God. But he whose motive is perfection, is on the 
direct way to " success in life," " sweetness and light," " service 
of man," and obedience to God. Whatever faculties or powers 
have been manifested in any human being, probably exist in 
every complete person. The development of these is approxima- 
tion to perfection. Individuals appear destined, in this life at 
least, to only a partial development of their faculties. This fact 
should not deter us from a constant effort to make the most of 
every element of our nature. We know not our special destiny, 
and if we neglect any faculty, it may turn out to be the very 
faculty we need to use. The best way to bring out particular 
talents is to stimulate all the talents, and give them full scope. 
There is no danger that nature will neglect our aptitudes. That 
which we call genius, like murder, will out. But even the glory 
of genius depends upon the general strength and health of the 
faculties, as the perfection of a flower depends upon the strength 
and health of leaves, branches, roots, and all the other organs 
and parts of the flower-bearing plant. This familiar figure of 
the plant suggests the word culture, which, in its broadest sense, 



332 Maryland Educational Journal: 

indicates, as far as they may be indicated, the processes of edu- 
cation by which perfect development is sought. What is the cul- 
ture adapted to man — ^the " infinite in faculties? " What station, 
what soil, what pruning, what heat and light are demanded by 
this noble perennial, which, like the Igdrasil of northern my- 
thology, has its roots in the depths of the earth and its branches 
in the sky of heaven. What country, what society, what teach- 
ers, what schools, what labor, what reading, what amusement 
must it be supplied withal ? Any and every influence is good 
for man which seems to advance him toward " that perfection 
which is a harmonious expansion of all the powers that make up 
the beauty and worth of human nature, and is not consistent 
with the over-development of any one power at the expense of 
the rest." 

We must shun an education exclusively physical, intellectual, 
or moral. A good heart can effect but little without the coopera- 
tion of a good head ; and even if head and heart are good, a bad 
stomach may defeat them both. We must not break the human 
chain. Each link reinforces the others. Each faculty helps and 
is helped by its associates. It has been demonstrated that the 
exact form and proportions which constitute human beauty, also 
supply the conditions of perfect health and strength. If this is 
true of the body, why not of the soul ? 

The beginning of all development is aspiration and resolution. 
The desire to do or become something, is the father of faithful 
endeavor. "Where there is a will, there is a way." It is hard 
to prescribe rules of education. The music-composer extempor- 
izing on the piano succeeds best when, forgetful of all scientific 
directions, he throws himself into a rapture of musical emotion, 
and follows the strong impulse that, like an unseen magnet, 
draws his fingers to harmonious chords. He can not prearrange 
the movements by which the silent keys are made to yield 
strains whose melody may charm the world. He can not tell 
how his faculty for music was educated. The poet can not tell 
you how in the fine phrensy of the creative mood, he strikes into 
poor common words lightning out of the empyrean, so that they 
burn, and throb, and glow forever. He knows not by what pro- 
cess the power of conceiving sublime and beautiful ideas was 
reached. The musical faculty, the poetic faculty, are developed 
by their exercise. So are all the faculties. Nature has hidden 
in each of them a latent longing to act and expand. All they 
need is something to act upon. The whole material and spirit- 



A School and Family Monthly. 333 

ual universe is destined to react forever upon human nature. It 
was a suggestive fancy of the Alchemists that in the body of man 
is to be found something corresponding to every different sub- 
stance in the world. In a deeper sense than the Alchemists knew, 
man, body and soul, is, as Lord Bacon intimates, the microcosm^ 
reflecting in his mysterious constitution the infinity of creation. 
— Ohio Educational Monthly. 



TOO MUCH AEITHMETIC. 

The discussion on Higher Arithmetic at the meeting of the 
State Association in Zanesville in July, 1866, took me by sur- 
prise. It developed a unanimity of opinion in regard to arith- 
metical instruction, which was as unexpected as it was gratify- 
ing. My own convictions, that much more time was allotted to 
it than was consistent with the claims of other branches, had 
long been held and had often been expressed in conversation ; 
but I was not prepared to find that so many others had reached 
the same conclusion. This opinion is not peculiar to Ohio. It 
comes to us now from various quarters. Earnest teachers are 
becoming greatly dissatisfied with the prominence given to arith- 
metic, and are giving utterance to their conviction that the school 
period can be made much more profitable than it is. 

Let us look at the facts in our own State. According to the 
last report of the School Commissioner, the total number of pupils 
enrolled in the schools was 728,990. The report gives thirty-six 
branches of study, with the number of pupils attending to each. 
Omitting from the list the alphabet, reading, spelling, and writing, 
also composition, declamation, drawing, vocal music, map-draw- 
ing, and oral lessons, and also German, which was studied mainly 
by German children, there are left twenty-five different branches, 
with the number of pupils engaged in the study of each. These 
branches are mental arithmetic, written arithmetic, geography, 
grammar, history, algebra, physiology, physical geography, nat- 
ural philosophy, geometry, trigonometry, surveying, chemistry, 
geology, botany, astronomy, book-keeping, natural history, men- 
tal philosophy, moral philosophy, rhetoric, logic, Latin, Greek, 
French. 

The numblr of pupils pursuing these various branches is as 
follows : Mental arithmetic, 210,036 ; written arithmetic, 247,552 ; 
geography, 156,851 ; grammar, 96,553 ; the twenty-one other 
branches, 32,746. This gives a total of 743,738. 



334 Maryland Educational Journal: 

The smallness of this total is surprising. If the pupils were 
studying each two branches, on the average, the total would have 
been twice the number of pupils enrolled ; that is, 1,457,980, in- 
stead of 743,738. Making all due allowance for the number of 
children that are too young to learn lessons of any kind, one can 
not but be surprised at the results stated above. A very large 
number of the pupils in the public schools are studying each but 
one study. 

If we notice the distribution of the pupils among these various 
studies, we are still more surprised. Counting mental arithme- 
tic and written arithmetic as one branch, we find that the twenty- 
five branches mentioned above occupied the attention of the 
pupils in the public schools in the following proportions : Arith- 
metic, 61 per cent. ; geography, 21 ; grammar, 13 ; the twenty- 
one other branches, 5. Could anything be more astounding? 
Here are twenty-one branches of knowledge, nearly every one 
of which is considered indispensable to a well-educated man, to 
all of which is given only one-twelfth the attention that is paid 
to arithmetic alone ! If other States show statistics like these 
from Ohio, the assertion which the writer made before the Na- 
tional Association of Teachers at Indianapolis in 1866, was fully 
warranted by the facts : " That in the case of a majority of the 
lads in the United States, time enough was wasted in the study of 
arithmetic to give a very fair knowledge of Latin." 

Unquestionably, there is a large number of pupils in our 
schools that study nothing but arithmetic. Some take geography 
in addition, and a few others study grammar also. In our high 
schools, and to a limited extent in our grammar schools, the 
range is wider ; but in very many of the ungraded schools the 
education obtained is most meagre and narrow, as our statistics 
show. 

In arranging a course of study, two questions need to be con- 
sidered with regard to each branch that is to be introduced. The 
first is, How much time can be devoted to it ? The second is, 
How can that time be most profitably employed ? Besides read- 
ing, writing, spelling, etc., and besides the exercises in declama- 
tion, composition, vocal music, etc., there are, say, twenty-five 
branches of knowledge to which it is desirable for the pupil to 
attend, and a fair knowledge of which not a few do obtain in the 
twelve years from six or eight to eighteen or twenty. But to 
accomplish this no one study must receive a disproportionate 
amount of time. The work must be properly laid out ; the field 



A School and Family Monthly. 335 

must be carefully surveyed. It is evident that in the mass of our 
schools, arithmetic has monopolized the ground. Eelatively to 
other branches, this one is largely in excess. "With any just re- 
gard to the claims of the twenty and odd departments of knowl- 
edge whose aggregate time is five, while that of arithmetic is 
sixty-one, this last should not occupy the pupils in our schools 
more than one-third of the time which it now receives. 

But if a proper regard to other studies makes it imperative on 
us to reduce the amount of time now bestowed on arithmetic, the 
duty is not less manifest from a consideration of the pupil's at- 
tainment in arithmetic itself In answer to the second question 
propounded above. How can the time which may properly be 
devoted to a particular study be spent most advantageously ? it 
may be said that so far as arithmetic is concerned, a part of the 
time should be given to something else. Too much time is spent 
on arithmetic absolutely, as well as relatively. Not only is time 
devoted to it which ought to be given to other things, it is also 
studied too much without reference to other branches. 

Our public schools are divided into two classes. Those of one 
class have the same teachers through the year j they are graded 
schools. In these arithmetic is taught systematically and con- 
tinuously, till the pupil is supposed to be familiar with it. Usu- 
ally, the pupil goes through a number of books on the subject. 
He goes over the same ground again and again, though not with 
the same book or in the same grade. In this way an undue pro- 
portion of time is given to this branch. Time is also wasted by 
keeping the pupil at the higher parts of it, when he has not suflS- 
cient maturity of years to enable him to comprehend them. 

In the ungraded schools the loss arises in a different way. The 
pupil does not usually study so many arithmetical works in suc- 
cession, but he goes over the same ground again and again in the 
same book. In many cases the pupil attends school three or four 
months in the winter only. During the summer he forgets par- 
tially what he had learned the previous winter, and on the com- 
mencement of the next school he begins back. Probably there 
are thousands of lads in the State who have studied arithmetic 
for half-a-dozen winters in succession, an^ yet have never finished 
the book. 

The evil in the ungraded school could be remedied by the 
teacher more easily than in the graded one. In the latter, the 
teacher must conform to the course, substantially, though the 
course may be a bad one. But in an ungraded school the teacher 



336 Maryland Educational Journal: 

should not allow the pupil to repeat the same work year after 
year. If the pupil wished to go back, because he had forgotten, 
still he could be taken rapidly along. In a multitude of cases it 
would be better to drop the arithmetic entirely for the winter, 
and substitute something else. This, however, would be re- 
garded as an innovation. Arithmetic is almost sacred in the eyes 
of many parents. Algebra, geometry, natural philosophy, they 
know nothing about, and they do not believe they will be of any 
use to their boys, who expect to be farmers, or business men of 
some sort. 

The mass of our schools are narrow. They offer scarcely any 
variety. Eeading, spelling, arithmetic — these are the staples. 
Sometimes a little geography is added, and more rarely a little 
grammar. Parents and children seem hardly to have dreamed 
of the possibility of doing anything outside of this meager range. 
And thousands of teachers, I fear, are as ignorant as parents ; or, 
if not absolutely ignorant, have not force sufficient to enlarge the 
course. 

In the graded schools the difficulty is different. The course of 
study, as a whole, may be broad enough ; but usually that part 
of it below the high school is narrow. The pupil is expected to 
pass an examination well-nigh perfect in arithmetic, geography, 
and grammar before he can enter the high school. In order to 
do this he is compelled to drill and drill and drill on these ; 
whereas, if he could have dropped them, at least arithmetic, and 
taken elementary algebra in place, and after an interval returned 
to his arithmetic, he would in a much shorter time have obtained 
a much better knowledge of arithmetic, and secured very con- 
siderable familiarity with algrebra in addition. 

Eegarding, then, the knowledge of arithmetic alone, we ought 
to abridge the amount of time given to it. When the ground 
rules have been so well learned that the pupil can add, subtract, 
multiply, and divide with accuracy and rapidity, and to these 
have been added denominate numbers, reduction, and fractions, 
let the pupil take up elementary algebra. The study of this will 
helj) him amazingly when he comes back to arithmetic. He will 
understand better the portions which he has already studied, and 
his progress in interest, proportion, etc., etc., will be facilitated 
to an extent almost incredible to one who is ignorant of algebra. 
* * ^ — J, jf. A. in Ohio Educational Monthly. 



v2 School and Family Monthly, 337 

Spelling. 

By Mrs. Maev Boegman, Principal of the Model School Department oF the Maryland State 

Normal School. 

I believe it is an undisputed fact tliat no one ever learns to spell 
after the age of fifteen. Whatever pictures have been formed on the 
mind's eye during that period, are fixed indelibly. But, in the case 
of those unfortunate persons who have never been drilled in the spelling 
book, the probabilities are that pictures of any kind are " few and far 
between." For, that organ, by which they should have collected these 
images of words, has not been used at all. And this suggests one of 
the most common errors in the manner of teaching spelling. 

Teachers too often depend on the ear alone, while the eye is left 
uncultivated. One of the greatest philosophers of the present century 
says, "In teaching, never appeal to one sense if you can appeal to two." 
This rule should be carried out in teaching spelling, as well as in other 
subjects. For, in many words, the sound gives no clue to the letters. 
How can we tell, from the sound, that chrysalis has an ^, and crystallize 
has none ? or that either should have a ?/ when i would do as well ? 
Who could tell that dough needed the last three letters ? or that cough 
was not cofF? 

And now, in what particular manner shall we cultivate this additional 
organ, that it may be of service to us in our search after truth ? Cer- 
tainly not as I have known it to be done a few years since in a Northern 
village. Visiting a friend's house, I enquired of her little girl what 
she was writing. She said she was correcting bad spelling. Looking 
over her shoulder, I discovered that the bad spelling was actually 
printed in the book, and her teacher required her to copy the wrong 
way, and then correct it ! That the wrong way was the one that would 
most probably be fixed on the mind, no one can doubt who has noticed 
children's propensity for remembering the wrong way rather than the 
right one. If a teacher ever makes a mistake, she may take great 
pains to impress the correction on the minds of her pupils ; but, if she 
happen to question them next day, she will find, to her chagrin, that 
they have repeated the mistake at home, as the real sentiments of their 
teacher. We should prevent, as far as possible, their seeing or hear- 
ing what is wrong. 

Habits of observation should be cultivated, by asking them to spell 
the names of the streets through which they pass every day ; common 
words found in advertisements ; and all the words they use in conversa- 



338 Maryland Educalional Journal. 

tion. Try to convince them that it is disgraceful to use a word they 
cannot spell. Their spelling should keep pace with their writing, 
on no account allowing them to pass over a reading lesson till they can 
spell evei-y word in it. Four or five words out of the daily papers, 
added to the regular lesson from the book, awakens interest, and gives 
the recitation a practical turn. The lesson from the book should be 
rather short, to allow time for miscellaneous words, and to teach the 
regular lesson in a proper manner. 

How to do this, will be the next question. In the first place, we 
should teach them how to study the lesson. This should always be 
done by wi'iting. If they are too small to write, they can print. And, 
if the teacher has not acquired some proficiency in this art, she will be 
astonished to find the attempts of some ol her little ones equal to her 
own. 

The recitation may be either oral or written. The latter mode is, of 
course, preferable, on the principle before laid down. But a spelling 
match occasionally, to show them how they compare with each other, 
and thus excite emulation, is very useful. When the recitation is oral, 
every pupil may be made spell every word, by requiring them to raise 
liands and agree or disagree. — votes on the wrong side, or on neither 
Bide, being counted failures. Or they may be required to criticise in 
turn. If a word is misspelled, the teacher should give no indication 
that it is wrong, but give out the next. The first one who observes 
the mistake, corrects it and goes up. Those who allow it to pass uu- 
noticed, fail just the same as the one to whom it was first given. It is 
not fair to allow one to go up who merely spells it right, because every 
variety of wrong ways has been exhausted by those who had the first 
trials. To pass a word when it is correctly spelled, and try to make 
them spell it difi"erently, makes them watchful. They do not know the 
word if they can be puzzled. Teaching them to discover and criticise 
their own mistakes is a very useful habit in this as in other lessons. 

But the most important part of the subject remains. Much of the 
teacher's labor will be lost if she do not take some means of fixing the 
missed words in a correct form on the memory. If they are dropped 
each day, they will probably be forgotten. They should be written on 
the blackboard after each recitation, and every pupil required to copy 
them. The teacher should also keep a copy of them, that she may 
drill them every day on these and the miscellaneous words which have 
been added to the list. Regular, daily, weekly, monthly, and quarterly 
reviews are absolutely necessary; and pupils should be directed to 



Ji Schxiol and Fumily Monthly, 339 

study with refereuce to some distant point in the future, else the lesson 
will be forgotten as sooa as recited. Words that are frefjuently mis- 
spelled, should be left oo the blackboard a week at a time, till the eye 
Ijecomes so familiar with them that they cao't be mistaken. 

If any teacher thinks spelling can be taught with less labor, let her 
try how loog it will take to perfect a class of Ibrty ia one hundred words. 
A t..acher of great experience says, " A whole year." But I hope 
?;ome of my young friends will prove this to be an exaggeration, by 
actually making the experimen^^^. If they succeed in less time, they 
will prove not only their " aptness to teach," but their disposition to. 
iearH, which is a higher virtue. 

Ealtimcre City Schools. 

The school system ia Baltimore uwder the new Superintendent, W. 
11. Crsery, Esq., is working very effectively, aud to the general satis- 
faction of the School Board. ]Mr. Creery has shown himself quite 
efficient. He has been some twenty-three years connected with the 
public schools, which has given him much valuable knowledge of the 
best modes cf cotiiucting them ; and he has gone into the work with 
an earnestness that bespeaks well for his industry and the advancement 
cf education. He visits the schools every morning, and in the after- 
noons he attends to office business at Holliday street. During the last 
twenty days, he visited thirty schools, and examined the classes to 
ascertain their progress and efficiency, an amount of labor that can only 
he appreciated by those who try it ; for it is not so much an examina- 
tion of the children as it is an inquiry into the abilities and zeal of the 
several teachers in imparting to their classes the whys and wherefores 
of what they learn from the text books, and thus the aptness to impart 
instruction is known of every teacher employed, and due praise can be 
awarded to all those able teachers whose merits entitle them thereto. 

In our next issue we hope to give some fuller account of the progress 
of education in the city schools. 



School Mottoes. — In our February No. alluding to McCaskey's 
Lancaster School Mottoes, we stated that the set consisted of twelve 
mottoes. It should have been thirty. Thirty mottoes and the Lord's 
prayer on twelve cards for $1. Address J. P. McCaskey, Lancaster, Pa. 



Erratum. — On page 307 of February No., forty-first line, should 
be red, not " rid." 



A NATrONAL SERIES, 



TTiis term is noia ajrpViecl mtli great propriety to tlie Series of 

SCHOOL AND COLLEGE TEXT-BOOKS 

PUBLISHED BY 
A. S* BAM2fES & CO., New York, 

COMPRISING 

T7ie National School Headers. BjrpAREEu & Watsoit. 

Remarkable for the "Word Building System'''' (copyrightecJ] — tBeaHalyti- 
cal anrd p'ro^es&ive exercises in P>o??M»c?a<?Vw, Ar-ticidation, and Orthoepj/ 
— tbe reading lessons inculcating Pronunciation — er^haustive treatises ore 
Elocution, in all above the Second Reader^ — ih^ tastefisl Seleciions — the- 
Topical Arrangement — tbe fall and instrtrcti^'e Notes and Biographical 
Sketches — Illustrations sfaperior to other American school fcoofe — perfect 
Gradation — Binding hj a psecoliar pnycess — orcparalleled for strength — truly 
iJeononiieal. 

I^rom Hon. T. A. Parked, State Supt, of Public Instruction, Missouri. 

By authority of law it beconses my duty to reeomTnend a Ksf of Texf-books 
for use iu the Public Schoals of Missouri. I deeiK it U'ecessary tO' aipproTe a 
list of books which will secure to the yoath of the State a uniform, cheap, 
and practical course o€ sindy, and after careful examination laaTe ^eleetecl 
the foilowing: The National Readers and Spellers ^.¥a«f/e//(if: MeNaUt/sr 
Geographies^ Peek's GdnoVs Natwal PlrHogophy, Jarvis^ Physioi&gy and 
Health, etc. , etc. 

The National Geographical System. Br Moxtiiets & JIxtNally. 

Favorably known as em'bodying practical Object Teaching — clear, beautiful 
and cffrrect Mapis — an unusual variety of ingenious' Map Exercise — pleasing 
style and convenient arrangement of the Descriptive Text — superior Gradua- 
tion iu five volumes, from which a complete series may be selected' in two, 
three, or four books — incessant Superoision to* keep rep with tbe times — un- 
surpassed Mechanical Execution, 

The National Course of Mathematics. By Chas. Bavies, LL. I>. 

Revised editions, based upon the experience of thirty-fi-Te years teaching 
and book-making. They constitute the only complete series presenting uni- 
formity of merJt throughout. Tbe entire system is built up by one uniforni 
and unbroken process, based upon The (Jnit at th« foundation. The Course 
is the basis of Instruction in the National Schools at West Point and An- 
napolis, is used exclusively in tbe publie schools of the National Capitcdf 
has received the quasi endorsement of tbe National Congress, and is more 
widely used throughout the Xationcd domain than any other series — hence is 
indisputably entitled to the name National Course. 

From. Hon. L. Van Bokkelek', State Supt. Public Instncdion, Maryland. 

The series of Arithmetics edited by Prof. Davies, and published by ycur 
firm, have been used for many years in the schools of several counties, and 
the city of Baltimore, and have been approved by teachers and commission- 
ers. Under tbe laws of 1865. establishing a uniform syfrtem of Free Public 
Schools_^ these Arithmetics were unanimously adopted by the State Board of 
Education, after a careful examination, and are now used in all tbe Public 
Schools of Maryland. These facts evidence the high opinion entertained by 
tbe School xiutborities of tbe value of the series theoretically and practically. 
FULL DESCRIPTIVE CATALOGDE. Frek to Teachers. 
EDUCATIONAL BULLETIN. The Pcislishek's Organ. Twenty Cents per Auuum. 



THB BCLECTIC MEDICAL JOURISrAL, 

of Pennsylvania, published monthly^ contains forty-eight 
})ag-es of original matter. Price $1 per annum. The contents 
suited to the masses. Premium engravings valued $2 given 
to all new subscribers. Specimen copies free. Address 

JOHN Buchanan, 337 n. 11th st. Phiia'a, Pa. 




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mmmMmmm 



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J^^ See adv. of I Newton Peirce & Co 3d page of cover. 



THE NORWICH SONG ROLL. 

PATENTED BY H. V. EDMOND. 

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Nine and a half feet high, by 4 feet 8 in, wide, each |35, — 
This includes everything as above, with paper -iS inch wide, 
and Stencils one a quarter inch letters. 

No. 3 — Small size, for infant classes, 6 feet high hy 3 ft, 
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stencils of 1 inch letters and the jest as above. 

Boxing, each $1,50 to |2, Address 

AUG. 0. VAN LENNEP, 
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By E S Zevely^ sent to all parts of the Union — Advertising. 



How to Teach Writing to Primary Pupils. 

You will find the best method fully 
explained in ^'■The Teacher of Fenma^i- 
sJiip" published monthly at Sandusky, 
Ohio. Only SI per year ; contains from 
30 to 40 engravings of letters every 
month, showing the right and wrong 
way to make them. 

If you desire to examine the paper, 
before subscribing, send 25 cents for it, 
for two months, and you will receive as 
a premium, a photographic likeness of 
fifteen of the Presidents of the United 
States, arranged in an oval form, with 
Washington in the centre, all taken from 
a large Pen-Drawing, 31 by 51 inches, executed by the publisher. 

If you subscribe now, you will receive all the back numbers from the begin- 
ning, October, 1867, and all the numbers of 1868, making^ fifteen numbers for 
the Small sum of $1. If these fifteen nufnbers were printed in a book of ordi- 
nary size, it would contain 400 pages and perhaps 500 engravings. 

Can you get one-t<3nth as much instruction on the subject of penmanship'any 
where else for $1 ? 




WJiat JEmlnent JPennien and .Educators say of ^'The 
Teacher of JPenmansniiy.^' 

"I am much pleased with your paper. It is just the thing that is needed at tho_ pres- 
ent day, and should be in the hands of every teacher, as well as every pupil in the 
conntry." — S. B. STEAR^'s, Penman, Concord Business College, Concord, N. H. 

"lam convinced, from a careful examination of your paper, that it will do much 
good." — J. J. DixsMORE, Penman, SmalTs Business College, Zauesville, Ohio. 

"Dear Sir: ' The Teacher of Penmanship' received. I think it will stand upon its; 
own merits." — A. S. Parish, Principal Business College, McGregor, Iowa. 

" I highly esteem your paper. I find something new and u.seful in each and every 
number." — A. W. Smith, Principal Business College, Meadville, Pa. 

"I have had the pleasure of reading the last numbers »f your fine little paper, 'The 
Teacher of Penmanship.' We have long needed a journal devoted to this beautiful art, 
and penmen will doubtless feel themselves greatly indebted to you for the enterprise 
shown in starting this work. As for myself I shall take pleasure in assisting you all 
in my power." — ^J. E. Soule, Superintendent Penmansliip Department, Boston Busi- 
ness College, Boston, Mass. 

" I beheve your publication is well adapted to the wants of all who would become good 
penmen, all engaged as instruct ors, and highly important to the teacher of penman- 
ship" — Wm. H. Si'rague, Teacher of Penmamshi^), Youngstown, Ohio. 

"I am much pleased with its design, and the way in which you have begun to carry 
itout."— John 11. Scott, Pe?!wia»m Wheeling Business College. 

"It seems extremely well adapted to the use of both teachers and learners of the 

Art of Penmanship, and tp such will be found worth for more than the subsciiptioo 

price." — Lancaster [0.) Gazette. ^v,-'' 

" It is illustrated with cuts, and yet aflPorded at the low price of $1 a year. We heartily 

commend it to teachers."— Hox. E. E. White, Editor of Ohio Educational Monthly., 



Spencerian, Payson, Dunton & Scribner's, and Ellsworth's Charts are offered 
as premiums to those who raise clubs. Also their Copy Books and Text-Books. 

Any teacher can raise a club among his own pupils and thus secure a text- 
book or set of charts. • 

Six monthly numbers of " The Teacher of Penmanship " are now ready, which 
may be had for 50 cents, or fifteen numbei'S for $1. 

Address, L. S. THOMPSON, 

Teacher of PenmanBhip ii^ the Public Schools of SANDUSKY, O. 




(Jlimature Sampl'.) 



AND 

"Free Movement Exercises." 

Without good pen-hording and free 
movement we cannot expect to secure 
good rapid writing. 

^ It is not so difficult a matter to recog- 
nize the proper .form of letters by the 
eye, as to educate the nerves and muscles 
of the arm, hand and fingers to do the 
bidding of the mind. 

We recognize form by the sense of ,...,,,.,... ......... ., 

touch as well as that of sight ; and we make a great mistake in teaching writ- 
ing if we do not spend much more time in feeling out the forms of letters rather 
than in loohing at them. 

Good writing is a hahit and habits are formed by repeating the same act 
again and again in the same way. 

For the purpose of making this repetition exactly the same every time, wa 
have had a series of "Free Movement Exercises" stamped upon metal so as to 
form a hollow groove in the metal. Then by moving any sharp-pointed instru- 
ment, held in the position of a pen in writing, in these grooves, the hahit of 
correct movement is invariably formed. 

Reader, whoever you may be, are your laovements in writing irregular^ 
nervous, or uncontrelled ? 

A little practice upon this instrument according t<j directions will surely im,- 
prove your movement. If you are already confirmed in bad habits, no other 
training will so efi'ectually break them up. We have accomplished more with 
our own students with this instrument, in one mooth, than by the old method 
in three months. 

It is according to nature and therefore must succeed. 

A single set of the 



Will be sent for 15 cents. A lar"e discount to schools. 



We will send a simple contrivance for keeping the fingers in their proper 
place and the top of the holder pointing in the right direction for 15 cents. 

This contrivance is to be held in the hand and does not tie up and cramp 
the movement. It is called 

" THE PEN-HOLDER'S ASSISTANT." 

Address, 

L. S. THOMPSON. 

Teacher of Penmau-ibip in the Publie Scliool of SAlS'DU^XV, 0, 



Agents wanted everywhere, either students or teachers, to sell the new 
things advertised in this circular. 




(Sliniaturc Sample.) 



Teachers, do you wish to increase the inter- 
est in your schools? Make the children good 
writers. 

If your pupils are good in Arithmetic your 
patrons may not know it. If your pupils are 
excellent Grammarians, their parents may not 
find it out without questioning and examina- 
tion, which few take time to do. But if a 
child writes well the parents can see it at a 
gianee. 

Writing is something that can be seen. 

All children love to draw. They also love to write until they are spoiled by 
poor teaching or no teaching at ail. , '' ' 

But you ask how can I' make this subject enterestiug? One principle to be "i 
observed is to " Teach but one thing at a time." You say this is nothia"- new. - 
True, the principle is not new, but it is a little strange to see it carried°out iu ■ 
practice. \ 

Wc have prepared a set of cards each containing but a single letter, the full ' 
size of blackboard writing. The ordinary charts present entirely too much 1 
at one view, for children. " ] 

The manner of using these small charts is fully explained in "The Teacher : 
of Penmanship," where every lesson is written out in full, and every error at :^ 
all likely to occur is illustrated and pointed out. * ) 

These cards are so made that they can be hung up before the class one atj 
each lesson and no more. ^ " -i 

Two sample letters will be sent for 1§ cents ; the whole alphabet of small let-'! 
t«rs for 75 cents. 

Having used the method explained in " The Teacher of Penmanship" for ' 
the last five years in th^ public schools of this city, we can guarantee success J 
if you follow the directions. ' ] 

Sernd for samples now. > 

Address. , 

Teacher of Peumanship in the Public Schools of SANDUSkY, ; 



OF 



This treatise oa Map-Brawiug, illustrated with enaravings, has lately beeni 
prepared by Mr. Cowdery, a life long educator and" Superintendent of Sam- i 
dusky Public- Schools for the last twenty years. ! 

Of late we have had many works on Map-Drawing. Map-Drawino- hj 
squares, Map-Drawing by circles, Map-Drawing by triangulation, etc. "" 

If you desire to see the simplest and most common sense method of all, or 
desire to compare it with. any or all others, send 25 cents at 07)cr to ' ■ 



L. S. 



'HOMPSON, Sandml-7/. Ohio. 



%trrKi«wy im ' j viv 



{ 'V 







Is taught in '-T/te Teach i nj Ftny^iaiiship'' by means of such gradual and 
easy lessons, tlmt any oim can learn it easier than to become a first-class busi- 
ness writer. You can get more copies in Flourishing , and explanations of the 
same, from "The Teacher of Penmanship" for $1.00, than from a living teacher 
for $10.00. Flourished birds, fishea, and other animals, make the most attract- 
ive "Rewards of Merit" that teachers can possibly offer to their pupils in 
writing, or, indeed, in any study. Children never tire of lookingat such things, 
and their tastes are cultivated thereby. We have given away many thousands 
of fiourished pieces to our own pupils and always with the best of results. We 
will send you six different kinds for examination for ten cents. If you wish 
to tise them in your schools we can sell them much cheaper afterwards. As for 
ourselves, we always offer rewards in such a way that every pupil may obtain 
the prize if he strives for it. 

Please send 10 cents for samples rot , while you think of it. 
We will take it as a favor if teachers will show our advertisement > fo their 
pupils. We know some of them will be interested. 

Address, 

I.. S. THOMPSON, 

Teacher c! FfXiuianehip in the Public Schools cf SANDUSKY. 0, 



AMEBIC AN LAW REVIEW ADVEBTISER. 



UNABRIDGED DICTIONAHY 

AS AN 

AUTHORITY IN COUMTS OF JUSTICE. 



Perhaps the highest test of the excellence of the definitions of a Dictionary is found in 
the frequency with which 'they are cited, as the leading authority on this point, in Courts of 
Justice, where important pecuniary interests, and even life itself, often depend upon the 
precise and true meaning of a word, as employed in a statute or contract. 

No other English Dictionarj' has such weight of authoritj', or is cited so frequently in 
Legislatures, Courts of Justice, or in determining the meaning of contracts, as Webster. 
A very large number of Eeported Cases, arguments of counsel, &c., might be quoted to 
prove this. 

Below are given a few of the cases found in the Reports, and the list might be almost 
indefinitely extended: — 

" Unquestionably the very best Dictionary of our language extant. Its great accuracy in the defi- 
nition and derivation of words gives it an authority that no other work on the subject possesses. It is 
constantly cited and relied on in our Courts of Justice, iu our Legislative bodies, and in public discus- 
sions, as entirely conclusive."' — Hon. John C. Spencer. 

'■ Lately one of the most important suits of modern times, in. the highest court of England, turned 
solely on the definition of a single word. It is significant of Dr. Webster's reputation iu Kngland as a 
definer of words, that, in the Alexandra case, tried in the Court of E.xohequer, at Westminster Hall, 
under purely English law, no other Dictionary, English or American, was quoted or alluded to, than his. 
We quote from the Lord Chief Baron's decision, June 24, 18S3 (pige 232 of the Ueport of the trial) : — 

" ' I have looked, so that I might not go wrong, (as we have the advantage of having it here,) at 
Webster's American Dictionary, a work of the greatest learning, research, and ability.' " — Boston 
Journal. 

The following are from the Reports of the State of New York, and are furnished by 
Austin Abbott, Esq., Author of Abbott's Digest, who rernarks: "I presume I could collect 
five or ten times as many on an examination of the Report.s of other States." 

The precise language of the definitions cited in the following Reported Cases, is that 
found, in some instances, in the earlier editions of Webster, and which may have been some- 
what modified in the present revised edition. Yet in this revision it has" been the aim not 
only to maintain, in this respect, the former precision and accuracy, but, where possible, to 
render them even yet more precise and accurate. 

1. Beer. A fermented liquor made from any farinaceous grain ; but generally from barley, which 
is first malted and ground, and its fermentable substance then e-xtracted by hot water. This extract or 
infusion is evaporated by boiling in caldrons, and hops, or some other plant of an agreeable bitterness, 
added. The liquor is then suffered to ferment in vatl. Beer is of different degrees of strength, and is 
denominated small beer., ale, porter., brown sto.-t, &c., according to its strength or other pecuHar qualities. 

[Adopted, as beina; a "strong and spirituous liquor."] Supreme Court, 1846. Nevin i?. 
Ladue, 3 Den. 48; 1855. People v. Wheelock, 3 Park. Cr. 9. 

2. House. . In a general sense, a building or shed intended or used as a habitation or shelter for 
animals of any kind, but approfiriately a building or edifice for the habitation of man ; a dwelling- 
place, mansion, or abode for any of the human species. It may be of any size, and composed of any 
materials whatever, — wood, stone, brick, &c. 

[Adopted.] Supreme Court, 1856. Thompson v. People, 3 Park. Cr. 208. 

3. Willfully. 2. By design; with set purpose. 

[Adopted.] Snpreme Court. Sp. T. 1856. Northern Railway Co. v. Carpentier, 3 
Abbott's Pr. 259; S.C. 13 How. Pr. 222. 

4. Thoroughfare. 1. A passage through ; a passage from one street or opening to another : an un- 
obstructed way. 

[Adopted.] Supreme Court, 1851. Wiggins v. Tallmadge, 11 Barb. 457. 

5. Assign. 1. To allot ; to appoint or grant by distribution or apportionment. 

i. In lato, to transfer ; to make over to another the right one has in any object, as an estate, c?iose 
in action, or reversion. To assign dower, to make over a life interest in lands to the widow of the one 
from whom the assignor inherits. 

[Adopted.] Supreme Court, 1852. Bump v. Van Orsdale, 11 Barb. 634. 



AMERICAN LAW BEVIEW ADVERTISER. 



6. Character. 4. The peculiar qualities impressed, by nature or habit, on a person, which distin- 
guish him from others : these constitute real character^ and the qualities which he is supposed to pos- 
sess constitute his estimated character or reputation. Hence we say, a character is not formed, when the 
person has not acquired stable and distinctive qualities. 

[Adopted.] Supreme Court, 1850. Carpenter v. People, 8 Barb. 603. 

7. Benefit. 2. Advantage; profit; a word of extensive use, and expressing whatever contributes 
to promote prosperitj' and personal happiness, or adds value to property. 

[Adopted.] Supreme Court, 1851, Fitch v. Bates, 11 Barb. 471. 

8. File. 2. To arrange or insert in a bundle, as papers, indorsing the title en each paper. Tliis 
is now the 7)iore cominon mode of filing jpapers in private and public offices. 

[Adopted.] Supreme Court, 1850. Bishop v. Cook, 13 Barb. 326. 

9. Injury. 1. In general, any wrong or damage done to a man's person, rights, reputation, or 
goods. 

[Adopted.] Suprerne Court, Sp. T. 1856. Northern Railway Co. v. Carpentier, 3 
Abbott's Fr. 259. S.C 13 How. Pr. 222. 

10. Interest. 1. Concern; advantage; good; as ^r/faie interest ; pudZjc interest. 
3. Share; portion; part; participation in value. 

[Adopted.] Supreme Court, 1851. Fitch v. Bates, 11 Barb. 471. 

11 . Jobber. 4. A merchant who purchases goods from importers and sells to retailers. 
[Adopted.] V. Chan. Ct. 1847. Steward v. Winters, 4 Sandf. Ch. 587. 

12. Lend. 1. To giant to another for temporary use, on the express or implied condition that 
the thing shall be returned ; as, to lend a book. 

[Adopted] Supreme Court, 1855. Elton v. Markham, 20 Barb. 343. 

13 . Lottery. 1. A scheme for the distribution of prizes by chance, or the distribution itself. 
[Adopted.] Court of Appeals, 1852. Almshouse of New York v. Am. Art Union, 7 

N.Y. (3 held.) 228. People v. Payne, 3 Den. 88. 

14. Meet. Fit; suitable; proper; qualified; convenient; adapted, as to a use or purpose. 
[Adopted.] Supreme Court, 1850. Woodburn v. Mosher, 9 Barb. 255. 

15. Proceeds. 2. la Lonnnerce, the sum, amount, or value, of goods sold or converted into 
money. The consignee was directed to sell the cargo and vest the proceeds in coffee. The proceeds 
of the goods sold amounted to little more than the prime cost and charges. 

[Adopted.] Court of Errors, 1831. Dow v. Whetten, 8 Wend. 160. 

16. Frcstiiution. 1. The act or practice of offering the body to an indiscriminate intercourse 
with men ; common lewdness of a female. 

2. The act of setting one's self to sale, or of devoting to infamous purposes what is in one's power; 
as, the prostitution of talents or abilities; the prostitution of the press. 

[Adopted.] Supreme Court, 1850. Carpenter v. People, 8 Barb. 603. 

17. Purchase. 2. In common usage, to buy ; to obtain property by paying an equivalent in 
jnoney. It differs from Barter only in the circumstance, that, in purchasing, the price or equivalent 
given or secured is money ; in bartering, the equivalent is given in goods. 

[Adopted.] Supreme Court, 1853. Hoyt v. Van Alstyne, 15 Barb. 568. 

18. Residence. 1. The act of abiding or dwelling in a place for some continuance of time; as, 
the reside7ice of an American in France or Italy for a year. 

[Adopted-] N.Y. Superior Couit, 1857. Bartlett v. City of New York, 5 Sandf. 44. 
CrawtorJ v. Wilson, 4- Barb. 504. 

19. Team-tvork. AYork done by a team, as distinguished from personal labor. 
[Adopted.] N.Y. Superior Court. Chambers. Harthouse v. Eikers, 1 Duer, 606. 

20. Team. 1. Two or more horses, oxen, or other beasts harnessed together to the same vehicle 
for drawing, as to a coach, chariot, wagon, cart, sled, sleigb, and the like. 

[Adopted.] N.Y. Superior Court. Chambers, 1853. Harthouse v. Eikers, 1 Duer, 606. 

21. Shave. 6. To strip ; to oppress by extortion ; to fleece. 
[Adopted.] Court of Errors, 1845. Stone v. Cooper, 2 Den. 293, 

22- Security. 5. Any thing given or deposited, to secure the payment of a debt, or the perfor- 
mance of a- contract ; as a bond with surety, a mortgage, the indorsement of a responsible man, a 
pledge, &c. 

[Adopted.] A. V, Chan. Ct. 1845. Storm v. Waddell, 2 Sandf, Ch. 494. 

Judjre Dillon, of Davenport, Iowa, furnishes the following;, from the Iowa Reports, in 
which Webster has been cited as authority, in the Courts of that State: — 

1. Over. Webster's fifth and sixth definitions approved and adopted as basis of decision in Car- 
penter 'V. Cedar Eapids R. 11. Co., 12 Iowa Kep. 105, per Lowe, C. J. 

2. Surprise. Webster's first definition expressly adopted and approved in Willard's Equity Jurisp. 
p. 205. 

3. Effected. In law frequently synonymous with enforced. Thus a lien may be effected, that is 
enforced, by bringing an action, &c. 9 Iowa, 154. 

4. U.^ed. Legal meaning of the word, see 9 Iowa, 155. 

5. Prudent. '■^ 1'ae prudent man is a cautious man — practically ivise." — Webster. Per Wright, 
C. J., 9 Iowa, 236. 



AMERICAN LAW REVIEW ADVERTISER. 



6. Judiciously. "To act judiciously is to exercise good judgment." — Webster. Approved and 
adopted. 9 Iowa Rep. 236. 

7. Skillfully. "To act skillfully is to act with discretion or wisdom — prudently." — Webster. 
9 Iowa, 236. 

8. Resident. Webster's definition (''to dwell permanently," &c.) expressly approved, and the 
legal meaning of the word fully considered in Hinds v. Hinds, 1 Iowa, 36. 

9. Believed. Substantially the same in law as the word considered. 1 Iowa, 153. 

10. Expert. " A person instructed by experience." 1 Iowa, 167. 

11. Homestead. " A place to abide — a place for the family ; and to be a homestead the premises 
must be used as a home.^^ 1 Iowa, 435. 

12. &urety. "The word ^surety' is defined by Webster, in his dictionary, to mean 'certainty, 
indubitableness, security, safety.' ' Security against loss or damage — security for payment; and in law, 
one who enters into a bond, or recognizance, to answer another's appearance in court; or for his pay- 
ment of a debt ; or for the performance of some act, and who, in case of the principal debtor's failure, 
is compellable to pay the debt or damage, as a bondsman ; ' a bail." Quoted and approved, per Williams, 
C. J., Pitkius V. Boyd, 4 G. Greene, 259. 

13. Completed. " Finished, ended," &c. Webster's definition adopted in State v. Bissell, 4 G. 
Greene, 334. 

14. Being. The one is present. The present participle " being,''^ means " existing in a certain 
state." — Webster. Adopted and approved, 4 G. Greene, 333. 

15. Carelessness. This is not a legal term ; but is equivalent, in law, to negligence. 3 Iowa 
Eep. 92. 

16. Permit. A failure to prevent does not amount to a. permission •within the meaning of a crimi- 
nal statute. 4 Iowa Eep. 543. Dillon's (Iowa) Digest, 377. 

17. Character. "The peculiar qualities impressed," &c. This definition adopted, 5 Iowa Rep. 
394; where Woodward., J., says : " Character signifies that which a person really is, in distinction from 
that which be may be reputed to be." Dillon's (Iowa) Digest, 378. 

18. Chaste. A woman who delights in lewdness and indecency is not of chaste character in legal 
estimation, though she has escaped actual unlawful intercourse. Dillon's (Iowa) Digest, 378. 

19. Coward. Not a legal term, and should not be used by a judge in charging a jury. 5 Iowa, 
481. 

20. Sodomy. Tliis crime not indictable unless there is an express statute against it. 10 Iowa Ren. 
400. 

21. Inhabitant. Not synonymous with the word a'fefn. Spragues !■. Houghon, 2 SJkm. 414. 

22. XJntil. In a contract or in law, it may have an exclusive or inclusive meaning. Hence, where 
a law provides that bids may be received until a certain day, none can be received on that day. AVebster 
V. French, 12 111, 305. 

23. Harbor. Has the legal definite meaning of " fraudulent concealment." Chambers v. People 
4 Scam 354. 

24. Coupon. 2n Zazy, is essentially the same as a promissory note. 5 Iowa, 15 ; 6 i6. 265. Dillon's 
(Iowa) Digest, 318. 

25. Prostitute. Webster's definition adopted. 8 Iowa Rep. 454. Dillon's (Iowa) Digest, 302. 

26. Prostitiitinn. Webster's definition adopted. Hence held that criminal intercourse confined 
exclusively to one man, did not amount in law to prostitution. 6 Iowa Rep. 447. 

27. Steal. Its legal meaning is the same as its common meaning. 2 Greene Eep. 308. Dillon's 
(Iowa) Digest, 365. 

KlCHAKD CoBDEN's DiCTiOKAET. — In a recent correspondence between Mr. Cobden and the 
Editor of the "London Times," the following passage occurs in one of Mr. C.'s letters, — 

" You will observe in the above passage from my speech taken from your own report, that I use the 
■words, ' I don"t want any agrarian outrages by which we should change all this ; ' and now we must 
appeal to the tribunal of the lexicographer. If you turn to Webster's (quarto) Dictionary, you will find 
the word ' agrarian ' interpreted, on the authority of Burke, as follows : — 

" ' Kelating to lands. Denoting or pertaining to an equal division of lands ; as, the agrarian laws of 
Rome, which distributed tlie conquered and other Public lands equally among all the citizens, limiting 
the quantity which each might enjoy.' 

" Again, in the same dictionary, the word ' agrarianism ' is given as ' an equal division of lands or 
property, or the principles of those who favor such a division.' Thus, in repudiating the agrarian 
system, I repudiated in pure and unquestionable EngUsh, according. to Burke, the pirinciples of those 
who favor an equal division of land," &c. 

So it seems that our English cousins rely upon Webster, as a standard for definitions, from which 
no appeal is thought of. — Republican. 

You are invited to send us any cases in addition to or like the foregoing, where Webster 
has been cited as authority in courts, on important trials, specifying the case, the court, and 
the date. 



Also, Just Published, 

WEBSTER'S NATIONAL PICTORIAL DiOTIONARY. 

1040 pages, octavo. Price, $6. 
Springfield, Mass., January, 1868. G. & C. MERRIAM. 



GET TMM BEST, 

WEBSTER'S UMBRIDGED DICTIONARY. 

NEW ILLUSTRATED EDITION. 

Thoroughly reTised and much enlarged. Over 3000 fine engravings. Is a well-nigh indispensable, 
requisite for every lawyer, clergyman, and other professional man, as well as every intelligent family. 

It contains 1 0,000 WOKDS and MEANINGS not found in other Dictionaries. 

It is now believed to toe by far the most complete, useful, and satisfactory Dictionary of the language- 
ever published, as it is by far the l&rgest single volume ever issued in any language. 

Tiie possession of any other English Dictionary, or any previous edition of this, can not compensate- 
for the want of this very full and complete one. In its present perfected state it must long remain the 
BEST ENGLISH DICTIONARY, and, once possessed, remain of constant and abiding value. 

No other English Dictionary has such weight of authority, or is cited so frequently in Legislatures, 
Courts of Justice, or in determining the meaning of contracts, as V/ebster. A very large nvimber of 
Reported Cases, arguments of counsel, &c., might be quoted to prove this. 

"Unquestionably the very best Dictionary of our language extant. Its great accuracy in the defi- 
nition and derivation of words gives it an authority that no other work on the subject possesses. It is 
constantly cited and relied on in our Courts of Justice, in our Legislative bodies, and in public discus- 
eions, as entirely conclusive." — Hon. John C. Spencer. 

Lately one of the most important suits of modern times, in the highest court of England, turned 
solely on the definition of a single word. It is significant of Dr. Webster's reputation in England as a 
definer of words, that, in the Alexandra case, tried in the Court of Exchequer, at Westminster Hall, 
under purely English law, no other Dictionary, English or American, was quoted or alluded to than his. 
We quote from the Lord Chief Baron's decision, June 24, 1863, (page 232 of the report of the trial) : — 

'• I have looked, so that I might not go wrong, (as we have the advantage of having it here,) at Web- 
ster's American Dictionary, a work of the greatest learning, research, and ability." 

" I think it not only a great improvement upon former issues of the same work, but superior, in- 
most respects, to any other English Dictionary known to me. The labors of the recent editors and con- 
tributors have made it undoubtedly the best general etymologicon we yet possess of the language ; its 
vocabulary is as ample as could well be giv(in in the compass of a single volume ; its definitions are, in 
general, sufficiently e«xact and discriminating; and its pronunciation is apparently conformable to the- 
best usage." — Hon. George P. Marsh, Florence, Italy, March 7, 1866. 

"Etymological part remarkably well done. • - . We have had no English Dictionary nearly so good 
in this respect." — North American Rcvinv. 

"In our opinion, it is the best Dictionary that either England or America can boast." — National 
Quarterly Revierv. 

" No Eifglish scholar can dispense -with this work." — Bibliotheca Sacra. 

" In its general accuracy, completeness, and practical utility, the work is one which none icho can 
read or lerite can henceforward afford to dispense with.'''' — Atlantic Monthly. 

"The New Webster is glorious — it is perfect — it distances and defies competition— it leaves nothing 
to be desired."—/. H. Raymond, LL. D., President of Vassar College. 

"All young persons should have a standard Dictionary at their elbows. And while you are about it 
GET THE best; that Dictionary is Noah AVebster's — the great xoork, unabridged. If you are too poor, 
save the amount from off your back, to put it into your head." — Phrenological Journal. 

" 'Every farmer should give his sons two or three square rods of ground, well prepared, with the avails 
of which they may buy it. Every viechanic should put a receiving box in some conspicuous place in the 
house to catch the str.iy pennies for the like purpose. Lay it upon your table by the side of the Bible ; 
it is a better expounder than many which claim to be expounders. It is a great labor saver ; it ha,s saved 
us time enough in one year's use to pay for itself: and that must bo deemed good property which will 
clear itself once a year. If you have any doubt alaout the precise meaning of the word clear, in the last 
sentence, look at Webster's nine definitions of the v. t." — Massachusetts Life Boat. 

In One Volume of 1,840 Eoyal QEarto Pages, and in Tarious Common and Fine Bindings,. 

"GET THE LATEST." " GET THE BEST." " GET TTEBSTER." 

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Sold by all Booksellers. Specimen pages of Illustrations and other new features will be sent on 
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II COMMON SCHOOL. IV. ACADEMIC. VI. UNIVERSITY. 

These popular School Dictionaries, having been thoroughly revised, and extensively regarded as the 
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use, are respectfully commended to teachers and others. They are much more extensively sold and used, 
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J^^ Webster's School Dictionaries are published by IVISON, PHINNEY, BLAKEMAN & CO., 47 
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Ij^^-V^ BOOX-SIS, 

Cliitty's Pleadings, 3 vols., ivith American Notes by J. C. Perkins, Esq. 

New Edition. 1833. 

Chitt]j on Contracts, greatly improved by the cddition of American Notes by 
J. C, Pee.k»'s, Esq. 

Chitty on JBills. Edited by J. C. Perkins, Esq. 

The above standard Law Books, so indispensable to every lawyer"-3 library, continue to be published, 
by G. & C. MERRIAM, and are sold by all Law Booksellers. 



(Mew and Brilliaiitly Colored Editions.) 




A PICTORIAL TEMPERANCE ALLEGORY, 

Grapjiically exhibiting to the eye 
By sho'wing the several stages of the 



% 



DRUNKARD'S CAREER TO DESTRUCTION, 

Being a cheap, permanent and powerful 
For use in Sabbath and CoTnmon Schools, Families, Halls, <^c. 



In the background of the picture, upon the left, a train is seen leaving the region of 
churches, fountains, and hovermg angels, for the Black Valley country. Further down 
faster trains are seen. In the foreground, a crowded train is seen at Drunkard's Curve, 
the last stopping place. In the saloon, one conductor is emptying the i)ockets of travelers 
while another is ejecting them from the train. Forvvard of the saloon is the fireman, who is 
feeding grain into the engine, which is a DISTILLERY. On the left, in the foregi-ound, 
some travelers, who have been caxviedfurther than they intended to go, are leaving the train 
in rags and wretchedness, to return by the Temperance or Cold Stream Hirer Stages. On 
the right, some philanthropists are helping into ambulances the disabled and dying who 
have been thrown out along the track of the road. 

Beyond is seen a part of the Black Valley Forest, whose leafless and fruitless trees are 
leaning and breaking in the coils of a huge serpent. 

Farther on is Beggarstown and Prisonton, beyond which a train is disappearing into 
Deliriumton and Demonland, and the stormy regions toward thelower terminus of the road, 
from which the only telegi-am that comes is— 'M« the last it biteth like a serpent and stingeth 
like an adder." 

At the ends of the picture, upon a scroll, are the names of the places through which 
the trains move on their way to the regions of serisents, demons, storms, fire and darkness, 
viz : Sippington, Tippleton, Topersville, Drunkards'' Curve, Roiudyville, Quarrelton, Riot- 
ville, Beggarstown, Woeland, Gamblersville, Fighthigton, Brothelton, Pitfall, Robbers' Den, 
Prisonton, Deliriumtnn, Demonland, Hornets'-Xest Thicket, Screech-Oivl Forest, Horror- 
land, Serpentland, Mania cville. Idiot Flats, ninck Valley Stormland, Thunderland, Tornado 
Gorge, Flood-crossing. UFSTRUCTIO:'. 

Under each name upon the scroll, an appropriate text of Scripture is printed, the whole 
being arranged so that the eye at a glance takes in the whole idea of THE DRTUvKARD'S 
ROAD TO RUIN 



I have never seen any document^ tract, book, or illustration, that, as a powert'ul exhib- 
itor of truth, is at all comparable with it. — John B. Gotigh. 

Should induce all, young or old, to pause before entering the train leading to this vaUey 
of horrors. — Hon. Edward C. Delavan, Albany. 

Your ideas of Intemperance, as embodied in the Picture of the Black Valley Railroad, 
I think adapted to produce a great moral eflect in the minds of the young. The little folks 
take great pleasui-e in tracing out the truth written all over it. I wish every school in the 
land might have one of those pictures in it. It attracts the eyes of the young, and instru- 
raentally avIIj save many of them from a dninkard's life, death and eternity. — JRer. M. Par- 
son.f, Springfield, Mass'. 

I tliink the picture is eminently calculated to arrest attention and nuike an ineffaceable 
impression in favor of total abstinence. It has been explained before our High and Gram- 
mar Schools, and is now suspended upon the wall. The pupils aie reminded by it of the 
progress of the wretched victims of Intemperance to Destruction. There is not a teacher 
in the country that could not make a tellmg speech from this picture. If it could be intro- 
duced into all our schools it would be the cheapest, most impressive and most successful 
way of teaching temperance to the rising generation— 7?er. ^f. A. Stevens, Bellows Falls, 
Vermont 

Tiie pictorial was doubtless the original, most simple and natural mode of writing, and, 
perfected as the art now is has become the most pleasing, beautiful and impressive. It 
sliows a volume at once, and not onlj' so but the thing itself, as well as tlie idea, which last 
some are too slow to grasp. Your picture represents tlie thing so forcibly that the dullest 
capacity cannot fail to understand and retain it with the happiest results. " I have explained 
it to our Sabbath School, and the interest continues unabated. It hangs by the side of the 
Sabbath School Library where it continues to interest and iusti-uct from its silent but alarm- 
ing illustrations. — Rev. Daniel Wight, desig^ier of the picture of I'ilgrim's Progress 

The pupil of the eye takes in knowledge with great readiness. Men whose other senses 
are destroyed by tlie paralysis of appetite or greed, open Made their eyes when they see the 
" engine," with the Evil One for stoker and grain for fuel, crashing'down to Drunkard's 
Curve (in its steep, crooked way to Destruction. — Boston Recorder. 

Excellent in word and arrangement. I only wonder you have gotten so mucli into it. 
I am sure it is imequaled. — Rev. R. D. Pardee, New York. 

The whole argument stands out so distinctlj' that he " that runs," and even lie that stag- 
gers may reail. — The Congregationalist. 

One can read the -whole history of the drunkard here at a single glance. — Boston Ad- 
vertiser 

It gives at a glance a correct illustration of the evils of Intemperance. — Connecticut 
Courant. 

It is of itself a deeply interesting and powerful Temperance Lecture, which should be 
con.spicuously placed in "all public rooms. — Western Temperance Advocate. 

A capital picture for temperance meetings and mission rooms. One look at that terrible 
train rushing on to Destruction is enough to frighten every tipler from the fatal glass. — Na- 
tional Temperance Advocate. 

Pastors and Superintenednts can use this document to great advantage — Well Spring. 

It ought to be exhibited and lectured upon in everj' Sabbath and Day School in tlie land. 
— Journal of Health and Education. 

It is an excellent Temperance Lecture in itself. — Merry's Museum. 

There is n world of meaning in this delineation of the downward course of Inteni- 
lieranee. — Christian Mirror. 



1 have seen many a soldier's and now and then an officer's face grow sober and thought- 
ful, as they traced out the track, and I have no doubt it has sent many a man to his tent se- 
riously pondering the question of becor" ""' " ""■■ ^ " "'"'-■■"■ ""' '""■—•"■'•■■ — 

Convention, Army of the Cumberland. 



riously pondering the question of becoming a sober man." — Rev. E. P. Smith, Del. Christian 
' the Cu ' ' 



We\yish that on the walls of eaoli Sabbath School were hung up the- powerful and tei- 
riflc picture, the Black Valley Railroad, which maps out the whole tour of thetipler trom 
Sippington to Topersvile, clear on to Dcnionland and TJestniction.—Tiid€2ieiHlent,hy Rev. 
T. L. Ciiyler. 

One of the most wonderful thing:^ of the age, vividly exhibiting the way to ruin by in- 
temperance. — Quincy (llLj Republican. 

One of the most eniph;itic temperance lectures that couM possibly be addressed to 
either eye or ear. I have seen its effects upon an intelligent audience, and am persuaded 
that it contains the laraest variety of admonitions compressed into the smallest compass. 
It would seem as if no'man could look on that picture and still dare to keep his seat on the 
B. V. R. R. train. — Prof. .f. S. Sewall, Botvdoin College. 

Admirably adapted to remind the observer of the terrible consequences of Intemper- 
ance, and thus to aid the great cause of total absteminence, especially for schools among 
the freed people of the South, Sabbath Schools, etc.— iViryor Gen. O. O. Hoioarcl, WasMng- 
ington, D. C. 

A new, cheap Temperance Lecturer, who eats nothing, drinks nothing, requires no sal- 
Hrj. ***** The friends of Temperance woud do a most valuable service to the cause, at a 
cheap rate, by placing this picture in railroad depots, post offices, public schools and all 
other public "places where it could l)e admitted, constantly to read its fearful lessons and 
give its much needed warnmg. — Chri.'itkui World. 

One of the niost truthful allegorical pictures ever printed. It represents the wa3' to - 
nun in as vivid colors as does Biinyan i^ortray in words the path of Christians from the City 
of Destruction to the Celestial City. Both are progressive — the one upward, the other 
downward. **** It is intended, by presenting a truthful picture of the downward tend- 
ency of vice and its fearful and awful results, to deter the young from entering the paths of 
the destroyer Could children see and understand this picture, and seeing is understand- 
ing, but few would risk their lives and souls upon such a dreadful career. Hung in the 
school-room, to be seen daily by the children, it would do more good than many temper- 
ance lectures, however eloquently presented. Friendly advice is sometimes forgotten, btit 
the picture never fades from the memory of a child. The heart may become hard, but this- 
is an image painted on the soul which cannot easily be effaced. This picture shows to the - 
inebriate "where he is and his means of escape. He may read volumes at a glance in this 
wonderful scene. A man must be hard indeed who would pursue the fatal course when 
once it has been so vividly portrayed. We recommend this picture to our teacher friends as 
a most valuable aid in establishing good morals and correct habits in the minds of the 
young. — The Rhode Island School Master. 

Probably the most successful temperance lecture in the country is the picture of the 
Black Valley Railroad Not a few young men who have been coquetting with the intoxica- 
ting cup have shuddered and drawn back as they looked upon this representation of the 
drunkard's course. The wheels of the distillery red Mith the blood of its victims, the dem- 
ons welcoming the train to its last station, Destruction, the darkness of the Black Valley, 
the enormous serpents in the path, the strong walls of Prisonton, all tend to fix firmly in the 
mind the terrors and dangers of intemperance. If a copy of it had a place in eveiy house- ■ 
hold, it would do much to keep young men from the first step in the dntnkard's career. — 
Free Press, Northampton, Mass. 

"A happy conception. Catches the eye and arrests attention, and must awaken thought. 
I hope it wilfbe widely circulated." — Samuel Harris, Pres., Boivdoin College. 

"Excellent! T hope it will be scattered wherever English can be understoo<l." — 7'rof. 
A, Phelps, Andover, Mass. 

"Capital! capital! It is a minnie ball, and will do execution. — Rei\ L. Swain, Provi- 
dence. 

You have stmck upon a rich vein in your " Black Valley Railroad." There is ingenuity 
— I had almost said genius — enough in it to immortalize the author. — Prof. Wm. S. Tyler. 
Amherst College. 

I am fidly impressed with the belief that it must be of great service in impressing upor 
young people the great danger of tising strong drink. — Prof. Edward Hitchcock, Amherst 
College. 

Word )iicturcs it has been said are often mightj-; but with such an aid as your liter:',) 
exhibition, "a Ibrce is given all force excelling." I think it shoidd be susjiend'ed ;:t every 
Temperance Convention- and the freest reference made to it by all who speak. — Hon. Dari'il 
Choate, Essex, Mass. 

Calculated to produce a lasting impression upon the minds of the young. I wish a copy 
of it might be hung up in every school-room and bar-room m the land.— Prof. E. N. Uctrl- 
/ett. Oherlin College. 



5,000 AGENTS WANTED 



TO SELL THE 



From 75 to 150 per cent. Profit made hy Agents. 



Price to Agts. Retail. Profit 
No. 1, is a large COLORED LITHOGRAPH, 24 by 48 inches, for 

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express, and the expressage on two is the same as on one, 5.00 7.00 2.00 
Card Photographs of No. 1 sent postpaid on receipt of 25 cents. 
No. 2, is a BEAUTIFUL CHROMO, 20 by 24 inches, for Families, 

Ofiices, Schools, ifec. Sent by mail, postpaid .60 1.00 .40 

No. 3, is 12 by 14 inches, and printed in Fine Oil Coloes, postage 

paid .15 .25 .10 

If mounted on roller, postage paid .20 .30 .10 

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No. B , Is a Pictorial Handbill 12 by 18 inches, with conspicuous 

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No. 6, is a four page Tract, (Illustrated Guide. ) for general circula- 
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SABBATH SCHOOLS AND TEMPERANCE SOCIETIES 

Can employ this document to great advantage, at a small expense, as a TEMPEMA-NCE 
MISSION A-JtY , by loaning it to be used in Schools, and by placing it in halls, show win- 
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Benevolent Persons will purchase large lots of Nos. 3, 4, 5, or 6, to give away. 

This is a splendid thing for a lady to sell. Every school in the country should have No. 1 
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or 2 to c 



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AMERICAN AGRICULTURAL AN- 
NUAL FOR 1868. 

A Fanner's Tear-Book, exidbiting progress 
in Agricultural Theory and Practice, and a 
guide to present and future labors. It is a 
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items. • Sent post-paid. Price, in enameled 
paper covers, 50 cts. ; cloth, 75 cts. 



AMERICAN HORTICULTURAL AN- 
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A Tear-Book of Horticultural Progress for 
the Professional and Amateur Gardener, Fruit- 
Grower, and Florist. It is a beautifully illus- 
trated work of 164 pages. Besides being a 
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contains original articles of permanent value, 
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jects. Sent post-paid. Price, in enameled 
paper cover, 50 cts. ; cloth, 75 cts. 



The American AaRicuLTXTRAi, Ajstnual for 
1867, and the American HoRTicuiiTtmAii An- 
NUAXi for 1867, as companion volumes to those 
of 1868, may be had of the publishers, done up 
in the same style and at the same prices as those 
of 1868. 

HARRIS S INSECTS INJURIOUS TO 
VEGETATION. 

By the late Thaddetjs Wm. Harris, M.D. 

A new edition, enlarged and improved, with 
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original notes. Illustrated by engravings 
drawn from nature, under the supervision of 
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SMALL FRUIT CULTURIST. 

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SAUNDERS' DOMESTIC POULTRY. 

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LIST OF 



RURAL BOOKS 



PUBLISHED AND FOR SALE BY 



ORANGE JUDD & CO., 

No. 245 BEO^DA\^^Y, I^Q^EM^-YORK. 

^^° Any Book on this list will be forwarded, post-paid, to any address in the United States, 
(except those Territories reached by the Overland CaKfornia Mail only,) on receipt of the price. 



Allen's (L. F.) Eural Architecture $1 50 

Allen's (R. L.) American Farm Book .... 1 50 
Allen's (R. L.) Diseases of Domestic Ani- 
mals 1 00 

American Agricultural Annual, paper, . . 50 

cloth... 75 
American Horticultural Annual, paper . . 50 

cloth... 75 

American Bird Fancier 30 

American Pomology 3 00 

American Rose Culturist 30 

American Weeds and Useful Plants. ... 1 75 
Architecture, by Cummings and Miller. . 10 00 
Axchitectiire, Modern American, by Cum- 
mings and Miller 10 00 

Bement's Rabbit Fancier 30 

Bommer's Method of Making Manures. . 25 

Boussingaulfs Rural Economy 1 60 

Breck's New Book of Flowers, 1 75 

Buist's Flower Garden Directory 1 50 

Buist's Family Kitchen Gardener 1 00 

Chorlton's Grape Grower's Guide 75 

Cobbett's American Gardener 75 

Cole's (S. W.) American Fruit Book 75 

Cole's Veterinarian 75 

Copeland's Country Life, Svo, cloth 5 00 

Cotton Culture, (Lyman,) 1 50 

Cotton-Planter's Manual, (Turner,) 1 50 

Dadd's (G. H.) Modern Horse Doctor 1 50 

Dadd's American Cattle Doctor 1 50 

Dana's Muck Manual, 1 25 

Dog and Gun, (Hooper's,) paper 30 

cloth 60 

Downing's Landscape Gardening 6 50 

Draining for Profit and Health . . . ; 1 50 

Eastwood on Cranberry 75 

Elliott's Western Fruit Grower's Guide . 1 50 

Evergreens, by Josiah Hoopes 

Flax Culture 50 

French's Farm Drainage 1 50 

Field's (Thos. W.) Pear Culture 1 25 

Fuller's Grape Culturist, ■. 1 50 

Puller's Small Fruit Culturist 1 50 

Fuller's Strawberry Culturist 30 



Gregory on Squash Culture $ 30 

Guenon on Milch Cows 75 

Harris's Insects Injurious to Vegetation, 

Extra cloth 4 00 

Colored plates 6 00 

Henderson's Gardening for Profit. ..... 1 50 

Herbert's Hints to Horse-Keepers 1 75 

Hop Culture 40 

Johnston's Agricultural Chemistry 1 75 

Johnston's Elements of Agricultural 

Chemistry 1 50 

Leuchar's How to Build Hot-Houses .... 1 50 

Miles on the Horse's Foot 75 

Mohr on the Grape-Vine 1 00 

My Vineyard at Lakeview 1 25 

Norton's Scientific Agriculture 75 

Onion Culture 20 

Our Farm of Four Acres, paper 30 

" cloth 60 

Pardee on Strawberry Culture 75 

Peat and its Uses . 1 25 

Pedder's Land Measurer 60 

Quinby's Mysteries of Bee-Keeping . : . 1 50 
Rural Annual, (Harris,) 8 Nos. botmd, 

2 vols. each . . 1 50 

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Saunders' Domestic Poultry, paper 40 

cloth .... 75 

Schenck's Gardener's Text Book 75 

Skilful Housewife 75 

Stewart's (John) Stable Book 1 50 

Thompson's Food of Animals. . 1 00 

Timothy Bunker Papers 

Tobacco Culture 35 

Warder's Hedges and Evergreens ....... 1 50 

Touatt and Spooner on the Horse 1 50 

Youatt and Martin on Cattle 1 50 

Touatt on the Hog 1 00 

Touatt on Sheep 1 00 



PEIRCE'S PATENT SLATES. 



WarranU-d Saiierior to any others m use. LIGHT! N"OISE-I,ESS .' Dl'RABLE! Improvt(i 
by use. Easily Cleaned. Csnnot be Broken liy Kallinj?. NEVER BECOME GLOSSY ! 

Pencils always write easily ui>on them. Are harder than real slate, and cannot he scratched, 

yet never crack or scale oil'. 

TESTIjVIOiSriA.LS. 

The following is from "The Father of the Public School System of Pennsylvania," and for 
many years State Superintendent . 

Lancaster, January 4, 1867. 

"From its origin to its present improved and satisfactory condition, I have watched the 
progress of the artificial Slate (or Stor.e) Surface of Mr. 1 Newlon Peirce I have seen it in- 
troduced in many schools and institutions, and have never known its use to be abandoned, 
or to fail of giving satisfaction In facility of application, rapidity of drying for use, cheap- 
ness and durability as a wall surface, in lieu of the old black board, it is all that can be de- 
sired. Us merits, in the shape of Portable Slates, Tablets, &c., need not be asserted. In this 
form it will speak for itself, on inspection." ' Thomas H. Burrowes. 

Office City Superintendent of Public Instruction, 
Baltimore. April 5tli, 1867. 
1 have used extensively on the Black Boards of the public schools of this city, Poirce's Pa- 
tent Slate Surface, and believe it to be the best material of the kind manufactured. 

J. N. McJiLTON. 



Boston, January 31st, 1867. 
We have used Peirce's Patent Slates for some time in our schools, and from our experience, 
a«d their present improved character, we believe they are superior to all other slates we have 
ever seen, and shall favor their more extended use. 

Joshua Bates, Principal Brimmer School. 

James A. Page, J'rincipal Dwight School. 

C. Goodwin Clark, Principal Lincoln School. 

State Normal School, Trenton, N. J., February 11th, 1867. 
We have been using Peirce's Book Slates for some time in this Institution, and greatly jire 
fer them to every other kind of slate. John S. Hart, Principal. 

Penn. State Teachers'' Association, Bellefonte, August 8th, 1867. 
Having examined and tested Peirce's Patent Noiseless Slates and Stone Slate Surface, dc. 
reconimeod them and their use in the school room, as being superior to all other Slates ant' 
surface we liave ever seen : 

Z. Edwards, £>ep't Education. Washington, D. C 

y. A. Allen, Prin. State Xormal School, MansUeld, Pa. 

H. D. Walker, Prin. Oro.ngeville Stale Soldier Orph. School. 

Chas. W. Ueans, Prin. Harford State Soldier Orph. School. 

Edward Brooks, Prin. State Nor. School, Millersville, Pa 

1. S. Geist, Professor in " ■' ■' " 

C. H. Harding, " " " " " 

A. 0. Newfher, Superintendent Scliools, Columbia, '-' 

J. E. Thomas, Prin. Pine Grove Academy and Seminary, ' 

JosEPa \X A-Vaa, Principal Hollidaysbury Seminary, " 

AI. B. Grant, " Greensburg Adademy, " 

W. Henry Parkee, " Ring. Gram. School, Phila. ' 

AVm. F. Wyers, " Wyer's Boarding School, ' 

Andrew BuBTT, " bth Ward School, Pittsburg, " 

S. S. Jack, " Sewinckly Acady near Pkila. " 

AV. VV. Woodruff, Superintendent Chester County, " 

S. C. Gilchrist, ' Washington " '' 

Martin Mohleb, " Miffiin " " 

R. McDevitt, " Huntington " ' 

E. T. BuRGAN, SupH Model School, Keystone State Normal School, Kutztoxvn, Pa. 

Jas. H. Hkvki^, Bellefonte, Pa. 

J. R. SiPHER, N. Y. Tribune. 



Office of Controllers of Public Schools. First District of Pennsylvania, 
Philadelphia, December 22, 1866. 
At a meeting of the Controllers of Public Schools, First District of Pennsylvania, held nt 
Uie Controllers' Chamber, Friday, December 21, 1866, the following resolution was unaui 
niously adopted : 

Resolved, That Peirce's Patent Slates and Slated Goods, be used in the public schools of t'.iis 
■ iistrict. [From the Minutes.] 

H. L. Halliwell, Secretary. 

These Slates have also been adopted by unanimous vote of the Board of Directors of Wasl>- 
iagton, also for the public schools of Baltimore, and are used in the public schools of Boston 
Cincinnati, Chicago, St. Louis, and many other cities. 

JSM^ Bacare of Imitation Surface. Ask for Feirce' s Patent. 

I. NEWTON PEIRCE & CO., Manufacturers, 

uov-6t 427 Worth Eleventh street, Philadelphia. 



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STATIONERY 

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BALTIMORE & OHIO RAIL-PvOAD. 



Three through passenger trains daily, hetwcen Baltimore 
and Wheeling and Parkershurg. 

Daily trains to Frederick, Hagerstown, Winchester ami 
Ellicotts' Mills. 

Seven daily trains between Washington and Baltimore. 
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L. M. Cole, General Ticket Agent. 
JoHX L. WiLSOX, Master of Transportation. 



I . F O H. S A L S . 

I The sscdiid ciisj 'fi s^Ti^lansl, 

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Large lot well stocked with fruits, A'ines, shrubs, c^'C. — 
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looking the town, and yet but a few minutes" walk from the 
rail-road depot and business streets ; and will be sold for 
L -.s than the improvements alone are worth — $2,500 cash. 
AdJress the publisher of this Journal. 



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A SCHOOL AND FAMILY MONTHI 



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DEVOTED 



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ST. JOHN'S COLLEGE, 



THIS INSTITUTION, easily approached from every part of the country, and 
having general telegraphic communication, under its thorough re-organiza'ion, 
offers unusual facilities for Education. Its corps of well trained and efficient 
instructors, with its highly literary and scientific President, is prepared to educate 
the sons of Maryland as highly and thoroughly as anywhere in the country. Being 
liberally endowed by the State, it can afford to educate cheaply. The whole 
cost of Collegiate Education is (without e.xtras) two hundred and fifty dolhirs 
per annum. Two boys from each county and the city of Baltimore will be takea 
for two hundred dollars per annum. 



MARYLAND 

EDUCATIONAL JODENAL- 

A SCHOOL AWn FAMILY MOJSfTHLY. 

VOL. I. BALTIMORE, APRIL, 1868. NO. 12. 

THE OEGANIZATION OF SCHOOLS. 

BY PROF. WM. F. PHELPS. 

It may be well to suggest, before passing to the next step in the 
process of school organization, that written examinations are by- 
far the most reliable and satisfactory tests of attainment, and that 
they should be employed in all cases where circumstances will 
permit. This method may be adopted partially or wholly among 
the older classes even of our ungraded country schools with 
much advantage. Written examinations for classification are no 
less valuable than for purposes of promotion or graduation ; and 
we shall expect to see the standard of teaching and of scholar- 
ship advance in the common schools in the exact ratio of the thor- 
ough and judicious application of this vigorous test in these sev- 
eral directions. 

YIII. The standing of each pupil having been accurately deter- 
mined, the teacher should decide upon the number and character of 
his grades, and then proceed to the work of permanent classification, 
acting upon the cardinal principle that the pupils should be grouped 
according to their average capacities and attainments and not to 
their proficiency in any one branch. 

In establishing the grades care should be taken not to make 
them too numerous, lest the number of classes become unduly 
multiplied, and the time and strength of the teacher be too 
greatly taxed. In most country schools these grades need not 
exceed three, or at most four, and under judicious management 
1 



354 Maryland Educational Journal: 

the former number can be made to prevail perhaps in a majority 
of cases. Of course, the studies of all the pupils in each grade 
will be the same. There should be no overlapping of one grade 
upon another. They should be kept distinct, so that a pupil, for 
example, in the A class in arithmetic will be in the same class in 
all the studies pursued by him. Or, in other words, the same 
pupil should not be placed in as many diiferent classes as he has 
studies. If his attainments in grammar enable him to enter the 
C class, while his examination in geography would place him in 
the A, and in arithmetic in the B, let him be so classified that he 
can, for the time being, give less attention to geography and 
more to the studies in which he is deficient. One great object of 
education is to secure a well-balanced mind — to develop the facul- 
ties symmetrically and not in one or two directions merely. We 
should not encourage the pursuit of hobbies. A harmonious evo- 
lution of the faculties demands a harmonious arrangement of 
studies and a prosecution of them in a kindred spirit of harmony. 
The fulfillment of this law of culture is best secured by such a 
curriculum and classification as demand a judicious distribution 
of the mental energies through all the leading lines of thought 
open to the human intellect. 

We lay it down as a maxim, then, that the classification of a 
school should be general ; that each class should be distinct from 
every other ; and that an ungraded school in this respect should 
be made to approximate as nearly as possible to one which is 
graded. 

That it will take time, tact, and skill to effect such a classifica- 
tion, is very true. That many difficulties will have to be sur- 
mounted and many prejudices overcome, is equally unquestiona- 
ble. But there is no excellence any where without labor, and 
these difficulties will be much less than those which result from 
the common method of distributing the pupils among several 
classes. Our common schools can never be rescued from their 
low estate without skill, tact, and patient effort. They can not 
be made efficient instrumentalities for good, until there is a radi- 
cal change for the better in their internal organization and classi- 
fication. 

While there are nearly as many classes as there are pupils 
multiplied by the number of studies in a school, no results that 
are really tangible can be achieved, and the means, time, and 
labor expended upon it are mainly wasted. No teacher should 
be burdened with more than fifty pupils, and these should be 



A School and Family Monthly. 355 

susceptible of division into not exceeding three classes, while 
two would be better still. 

The efficiency and economy of teaching hinge primarily upon 
a judicious classification according to the principle of homogeni- 
ety in capacity and attainments of the pupils of each class or 
grade. 

Most, if not all, of the objections which may be made to this 
j)lan, may be overcome by a skillful and intelligent teacher. If 
there seems at first to be too great a diversity of gifts and attain- 
ments, either in the same pupil or between the diff'erent pupils of 
a class, let the tact of the teacher be called into requisition to 
harmonize these diversities and to restore the mental equilibrium, 
while holding fast to the faith that his sound system of classifi- 
cation will itself in due time do much toward working out the 
desired results. 

Undoubtedly both mental and physical capacity as well as 
mere attainments, should have a bearing upon the classification 
of children at school. A child's power of physical endurance 
may be weak, while intellectually he may be equal to the average 
of his class. In such a case, it would be better to grade him low, 
rather than by overtaxing his energies to endanger health and 
perhaps his life. Great prudence and care are necessary in this 
work of classification, and the teacher will find it expedient to 
look at the possibilities as well as the actualities of each case, in 
order to reach a wise conclusion in the premises. 

IX. The classification of the school having been satisfactorily 
effected, it devolves uvon the teacher to determine the order and dis- 
tribution of studies and, other exercises best suited to the condition 
and circumstances of his pupils. 

This subject of the order and distribution of studies, is still in 
a very loose and disjointed state in most of our country schools. 
In this respect, also, many of them are in a truly deplorable con- 
dition. It frequently happens not only that each child is allowed 
to select his own studies, but that he generally chooses those for 
which he is least fitted. Or if the parents, as they often do, 
claim the right to dictate in this matter, the result is no less dis- 
astrous in its consequences upon the condition of the school. 
Indeed, it is this license in the selection of studies, leading to an 
almost endless diversity, that renders the proper classification of 
our schools next to impossible. Here is a child scarcely able to 
read a primer fluently, that insists upon using a third or fourth 
reader. Here is another, ignorant of the first principles of 



356 Maryland Educational Journal : 

arithmetic, that proposes to study algebra. A third demands to 
be organized into a Latin class ; and a fourth claims the time and 
attention of the teacher as one whole class in chemistry or phys- 
ics. One parent wants his children to study " rethmetie " only, 
deeming '^ jography " of no account. It is a notorious fact that 
hundreds of schools in our country are thus suffering from a con- 
fusion of tongues, as destructive to their harmonious and efficient 
action as was that which confounded the workers at the tower of 
Babel. The laws of few States define, as distinctly as they should 
do, the studies which it is the office of the common schools to 
carry forward. Indeed, this whole question of a course of study 
for the public schools, seems to be all at sea. It seems to be at 
the mercy of the varying views alike of children, parents, and' 
teachers, and between them all our system in many places is 
driven well nigh awreck. 

In the absence of any well defined plan, therefore, in respect 
to this matter, we believe it devolves upon the teacher to deter- 
mine, after a careful examination of his pupils, what studies are 
best suited to their condition and circumstances. Education is 
not a mere system of outward and arbitrary appliances. It is 
rather a series of processes adapted to favor the growth and de- 
velopment of the faculties. The studies and exercises in which 
a child should engage, then, depend upon his mental and moral 
condition as determined by the examination heretofore referred 
to. The teacher is bound to comprehend what this condition is, 
and what is best suited to it. Therefore, let him rule out all 
special branches, and those with high sounding names, whenever 
they are above the capacity of those who claim them, and when- 
ever they are in danger of unduly absorbing his attention or of 
interfering with the legitimate work of the school as well as with 
the rights of a large majority of those for whose equal benefit 
the institution is established and supported. This is not the 
place to go into a discussion of the subject of a course of study, 
however profitable such might be. But keeping in view the 
great end for which the public school was established, it is safe to 
affirm that the elementary branches and those fundamental processes 
whose function it is to develop and shape the mind, must claim 
precedence over those which can be profitably pursued only upon 
the basis of a thorough and exact knowledge of first principles. 

X. Following the permanent classification and the selection of 
studies, a suitable time-table or daily programme of exercises should 
be arranged adapted to the circumstances of the school. 



A School and Family Monthly. 357 

Without a time for everything, and everything in its time, lit- 
tle can be accomplished in the management of a school. " Order 
is Heaven's first law." Without system in our mental processes, 
the mind remains in that chaotic state which renders it powerless 
for good. Without system in the means by which these mental 
processes are to be regulated and governed, it is easy to see that 
intellectual discipline and power can not be attained. Hence a 
school should ever embody the soul of order in all things. 

In constructing a time-table, the teacher will need to have be- 
fore him all the subjects of study, all the classes he has formed, 
the general exercises he proposes to introduce, and the number 
of hours to be devoted to the daily session. In addition to these, 
he must be prepared to make suitable allowance for recesses and 
other interruptions of the regular school work. A simple 
method of procedure would be, first, to reduce the time of the 
daily session to minutes, and having decided upon the number 
and length of the recesses and other interruptions, to deduct the 
time thus to be occupied from that of the whole session. Next 
let the number of class exercises be ascertained, and let the num- 
ber of minutes to be devoted to class work be divided by the 
number of exercises. The quotient will give the average length 
of each recitation. This would give an approximation to the 
true time-table for each day. But the average duration of the 
recitations will be modified by the following considerations : 

1. Classes belonging to the lower grades will require less time 
and more frequent repetition than those more advanced. 

2. Classes in such studies as grammar and geography should 
be allowed more time than those in reading, written and mental 
arithmetic, etc. 

3. The lessons of the primary classes in reading and spelling, 
if possible, should be duplicated during the two daily sessions. 

4. Some of the recitations of the more advanced classes may 
alternate with each other when necessary ; as, for example, the 
mental arithmetic class may be heard twice a week, and the 
written three times. This plan should be resorted to only when 
there is insufiicient time for daily, thorough drills with all the 
classes. Two or three exercises a week of thirty-five minutes 
duration will be much more valuable than five recitations of no 
more than twenty minutes each in the more advanced classes. 
In the German schools it is customary to distribute the different 
school exercises through the hours of the week, instead of the 



3S8 Maryland Educational Journal: 

day, as in this country. This plan has many advantages, besides 
being founded in sound philosophy. 

To the foregoing suggestions many others might be added upon 
the arrangement of a time-table, but space will not permit. "We 
must be allowed to urge, however, the importance of a careful 
and systematic apportionment of time among the various duties 
of the school-room as the only means whereby exact justice can 
be meted out to all concerned. 



I^OTES ON TEACHING NATUEAL SCIENCE. 

NO. III. SPECIFIC GRAVITY. {Concluded.) 

The principle of Archimedes as applied to floating bodies can 
be shown, by experiments corresponding to those already de- 
tailed, to have two forms of expression, viz : 

1. A body always displaces its own weight of the fluid in which 
it floats. Hence, 

2. A floating body displaces a volume of fluid inversely pro- 
portioned to the density of the fluid. 

It follows from the latter statement, that the specific gravity 
of a liquid may be found by dividing the volume of a given 
weight of water by the volume of an equal weight of the liquid. 
In this, the volume of water is the dividend ; in the previous ex- 
amples, the weight of the water is the divisor. 

In the application of the preceding, we have two forms of hy- 
drometers : (1) of constant volume : (2) of constant weight. 

1, Hydrometers of constant volume, like that of Nicholson, 
have the instrument always sunk to the same level (a mark on 
the stem) by means of weights added to a pan out of the liquid. 

Such an hydrometer can be extemporized by taking a short 
cylinder of wood rounded at each end, ballasting it by means of 
a wire basket attached to the lower end, and affixing, by a stout 
straight wire, a small pan at the upper end. In every form of 
hydrometer, enough ballast should be used to bring the centre of 
gravity to such a point that the instrument will float in a verti- 
cal position. Nicholson's hydrometer may be used for finding 
the specific gravity of both solids and liquids. 

As the same volume of fluid is displaced in each instance, then 
the weight of the instrument plus the weight added to bring it 



A School and Family Monthly. 359 

to the mark on the upper wire will equal the weight of the same 
volume of fluid. This consideration enables us to use this hy- 
drometer to obtain the specific gravity of liquids in the same 
manner as with the specific gravity bulb. 

(N) A counterpoise of known weight is required to bring the 
instrument placed in water to the stem mark. If any body be 
put on the pan in place of a portion of the counterpoise, the 
weight of the body in air must equal the weight of the counter- 
poise minus the weight of the portion remaining. So if the body 
be transferred to the basket, the weight necessary to be added to 
the pan will equal the loss of weight of the solid in water. Then 
the first quantity divided by the second will give the specific 
gravity of the body. 

This instrument may be used for solids of all densities. When 
light solids are submerged, they must be in some way confined to 
the basket. 

(0) Hydrometers of constant weight can be extemporized with 
very little trouble. Close one end of a quill glass tube of uni- 
form diameter and twelve or fifteen inches long, and ballast it in 
water by dropping shot or mercury into the tube. Having ad- 
justed the load so that it will float, leaving three or four inches 
oat of water, seal the upper end. This is the original form of 
Gay Lussac's volumetre. To imitate the common forms, pass the 
tube through a large cork rounded at the ends, ballast as before, 
and adjust by raising or depressing the cork. The scale must 
now be determined by careful experiment, and marked on the 
tube by scratching the glass with a glazier's diamond or a fine 
file. 

(P) Beaume's scale for heavy liquids is found as follows : De- 
note the volume of the hydrometer submerged in water by x. 
Mark the level on the stem, and call the point zero. Make a 
solution of 15 parts cooking salt and 85 parts water. Place 
the spindle in this, and denote the level of the instrument in the 
brine by the number 15. Now consider the instrument below 
the water line, to be divided into equal parts, corresponding to 
the fifteen parts between the water line and the brine line, and 
call the parts degrees. The volume of the instrument submerged 
in the brine is therefore x — 15°. Therefore if we divide x by 
X — 15°, we shall have the specific gravity of the brine. By other 
methods, brine of the strength assumed has been found to have 
a specific gravity of 1.109. Consequently x -^ (x — 15) = 1.109. 
Hence, x=: 152°. In other words, the volume of pure water dis- 



360 Maryland Educational Journal: 

placed by the instrument is equal to 152 such parts as constitute 
the 15 between pure water and brine containing 15 per centum 
of salt. Therefore if the spindle rests in any other liquid at a 
degree represented by w, its specific gravity will be found by 
dividing the volume of water displaced (152) by the volume of 
the liquid (152 — w), or specific gravity of heavy liquids = 152° 
^ (152° — w). 

{Q) Now the most natural way for finding the specific gravity 
of liquids lighter than water would be to continue the same grad- 
uation above the water mark, and divide 152° by 152° + n ; but 
by some idiosyncrasy or other, Beaume was led to make an 
entirely new scale for lighter liquids on the following basis : He 
denoted by zero the specific gravity of a liquid containing 10 per 
centum of salt (this is actually 1.073), and represented the water 
line by 10°. From such data x -^ (.t — 10) = 1.073 : x = 146. 
Consequently, by Beaume's scale, specific gravity of lighter 
liquids =: 146 -^ (136 + w). Beaume's scales are of very general 
use in the United States, and are about as good as any, since 
almost all are alike arbitrary. 

(JR) Gay Lussac's hydrometer is numbered, in theory at least, 
from the bottom of the tube, and floats about midway at 100° 
in distilled water. Its formula is the simplest of all, being for 
all liquids sp. gr. = 100 -f- /i. 

The formulas for other hydrometers are : Sp. gr. = Beck 
(lighter) ,170 -^ (170 + w) ; (heavier), 170 -^ (170 — w). Cartier 
(lighter), 134.6 -^ (123.6 + n). Twaddell (heavier), 1 + .005w. 

Almost every important liquid used in commerce has a scale 
peculiar to itself: thus we have salinometers, acetometers, lactome- 
ters, saccharometers, alcohometers, "petroleometers", and others. 

Richter's and Tralle's scales are employed in the determination 
of alcoholic liquors ; the first indicates the proportion of abso- 
lute spirit by weight, and the second by volume. The latter is 
the one adopted by the United States in levying duties on spirits. 

Some hydrometers are made in sets of two or more spindles, 
to avoid an undue length of stem. Others, as Sike's, are provi- 
ded with moveable weights to facilitate adjustment in different 
fluids. All these are constructed on the same principles, and 
vary only in their scales and in the mode of adjustment. Little 
reliance can be placed on the accuracy of the results obtained by 
their means, by reason of the difficulty of reading the level of the 
liquid on the scale, and also by reason of the carelessness or dis- 
honesty of the makers in adjusting the scales. A printed scale is 



A School and Family Monthly. 361 

not likely to fit all instruments equally well. Every instrument 
should be tested to ascertain how much reliance can be placed on 
its "rough and ready" indications. 

Space will permit only the bare mention of other means of 
finding specific gravity; as, the fJtube, the pump hydrometer, 
Eousseau's Hydrometer, or Fahrenheit's Hydrometer. Of these, 
Eousseau's is useful when only a very small quantity of the 
liquid is obtainable. The others are curious, but of little practi- 
cal value. 

Few persons have apparatus that will warrant them in attempt- 
ing to calculate the specific gravity of gases. The fact that gases 
differ in this regard may be shown by pouring them up or down 
from one vessel to another, and more satisfactorily by soap bub- 
bles prepared with glycerine and filled with various gases. An 
artificial atmosphere may be made for the heavier gases to float 
in by filling a deep jar with carbonic acid. 

Solids that are soluble in water, as sugar, salt, are weighed in 
oils which do not dissolve them ; the loss of weight noted ; and 
then the necessary computations are made to reduce this loss to 
the usual standard. 

The subject furnishes an admirable exercise in mathematics, 
and one valuable for sharpening the wits of the pupils. Data of 
weights should be made to furnish results in volume, and vice 
versa. The exercise should be made strictly progressive, and 
should be made to start from elementary problems of mensura- 
tion of solids. The most diflScult problems are those of Chemis- 
try requiring the volume of gaseous product, resulting from re- 
actions of given weights of bodies taken in the solid state. 

S. A. N. 



TEACHEES OF ONE IDEA. 

BY JOHN S. HART, LL.D.* 



There is between the teacher and other operatives one obvious 
difference, arising from the difference in the materials upon which 
their labor is bestowed. That class of laborers whose toil and 
skill are exerted in modifying the forms of matter, succeed gen- 
erally in proportion to the narrowness of the range to which 

* Principal of the New Jersey State Normal School 



362 Maryland Educational Journal: 

each individual's attention is confined. It is possible for the 
same person to sow flax, to pull and rot it, to break it, hatchel 
it, spin it, warp it, weave it, dye or bleach it, and finally 
make it into clothes. I say this is possible, for I have seen 
it done, and I dare say many of my readers have seen the 
same. But how coarse and expensive is such a product, com- 
pared with that in which every step in the progress of produc- 
tion is made the subject of one individual's entire and undivided 
attention. 

If we were to go into the factories of Lowell, or into any of 
the thousand workshops which are converting Philadelphia into 
a great manufacturing centre, we would find the manufacture of 
an article approaching perfection just in proportion to the im- 
perfection (in one sense) of the individual workmen employed in 
its production. The man who can make a pin-head better and 
cheaper than any one else, must give his attention to making 
pin-heads only. He need not know how to point a pin, or polish 
it, or cut the wire. On the contrary, his skill in that one opera- 
tion increases ordinarily in proportion to his want of skill in 
others. His perfection as a workman is in the direct ratio to his 
imperfection as a man. He operates upon matter, and the more 
nearly he can bring his muscles and his volitions to the uniform- 
ity and the precision of a mere machine — the more confined, 
monotonous, and undeviating are his operations-^the higher is 
the price set upon his work, the better is he fitted for his task, 

Not so the instructor of youth. The material operated on here 
is of a nature too subtle to be shaped and fashioned by the unde- 
viating routine of any such mechanical operations. The process 
necessary to sharpen one intellect may terrify and confound 
another. The means which in one instance serve to convince, 
serve in other cases to confuse. The illustration which to one is 
a ray of light, is to another only " darkness visible." Mind is 
not, like matter, fixed and uniform in its operations. The work- 
man who is to operate upon a substance so subtle and so varying, 
must not be a man of one idea — who knows one thing, and 
nothing more. It is not true in mind, as in matter, that perfec- 
tion in the knowledge of one particular point is gained by with- 
drawing the attention from every other point. All truth and all 
knowledge are affiliated. The knowledge of arithmetic is in- 
creased by that of algebra, the knowledge of geography by that 
of astronomy, the knowledge of one language by knowing an- 
other. As no one thing in nature exists unconnected with other 



A School and Family Monthly. 363 

things, so no one item in the vast sum of human knowledge is 
isolated, and no person is likely to be perfectly acquainted with 
any one subject who confines his attention with microscopic mi- 
nuteness to that subject. To understand thoroughly one subject, 
you must study it not only in itself, but in its relations. To know 
one thing well, you must know very many other things. 

Let us return, then, to the point from which we set out, name- 
ly, that one important difference between the teacher and other 
operatives arises from the difference in the objects on which they 
operate. The one operates upon matter, the other upon mind. 
The one attains perfection in his art by a process which in the 
other would produce an ignoramus, a bungler, a narrow-minded, 
conceited charlatan. Hence the necessity, on the part of those 
who would excel in the profession of teaching, of endeavoring 
continually to enlarge the bounds of their knowledge. Hence 
the error of those who think that to teach any thing well, it is 
necessary to know only that one thing. That young woman who 
undertakes to teach a primary, or even an infant class, has mis- 
taken her calling, if she supposes that because she has to teach 
only the alphabet or the " table-card," she has therefore no need 
to know many other things. There are some things which every 
teacher needs. Every teacher needs acultivated taste, a disci- 
plined intellect, and that enlargement of views which results only 
from enlarged knowledge. 

We all know how much we are ourselves benefited by associ- 
ating habitually with persons of superior abilities. So it is in a 
still higher degree with children. There is something contagious 
in the fire of iatellect. The human mind, as well as the human 
heart, has a wonderful power of assimulation. Every judicious 
parent will say : Let not my child be consigned to the care of an 
ill-informed, dull, spiritless teacher. Let it be his happy lot, if 
possible, to be under one who has some higher ambition than 
merely to go through a certain prescribed routine of duties and 
lessons ; one whose face beams with intelligence, and whose lips 
drop knowledge; one who can cultivate in him the disposition to 
inquire, by his own readiness and ability to answer childish 
questions ; who can lead the inquiries of a child into proper chan- 
nels, and train him to a correct mode of thinking by being him- 
self familiar with the true logical process, by having himself a 
cultivated understanding. Such a teacher finds a pleasure in his 
task. He finds that he is not only teaching his pupils to read 
and to spell, to write and to cipher, but he is acquiring an ascend- 



364 Maryland Educational Journal: 

ancy over them. He is exerting upon them a moral and intel- 
lectual power. He is leaving, upon a material far more precious 
than any coined in the mint, the deep and inerasable impress of 
his own character. 

Let me repeat, then, at the risk of becoming tiresome, what I 
hold to be an important and elementary truth, that the teacher 
should know very many things besides what he is required to 
teach. A good knowledge of history will enable him to invest 
the study of geography with new interest. Acquaintance with 
algebra will give a clearness to his perceptions, and consequently 
to his mode of inculcating the principles, of arithmetic. The 
ability to delineate off-hand with chalk or pencil the forms of 
objects, gives him an unlimited power of illustrating every sub- 
ject, and of clothing even the dullest with interest. Familiarity 
with the principles of rhetoric and with the rules of criticism, 
gives at once elegance and ease to his language, and the means 
of more clearly detecting what is faulty in the language of others. 
A knowledge of Latin or of French, or of any language besides 
his own, throws upon his own language a light of which he be- 
fore had no conception. It produces in his ideas of grammar 
and of language generally, a change somewhat like that which 
the anatomist experiences from the study of comparative anato- 
my. The student of the human frame finds many things that 
he can not comprehend until he extends his inquiries to the other 
tribes of animals : to the monkey, the ox, the reptile, the fish, 
and even to the insect world. So it is with language. We re- 
turn from the study of a foreign language invariably with an 
increased knowledge of our own. We have made one step at 
least from the technicalities of particular rules towards the prin- 
ciples and truths of general grammar. 

But it is not necessary to multiply illustrations. I have already 
said enough to explain my meaning. Let me say, then, to every 
teacher, as you desire to rise in your profession, as you wish to 
make your task agreeable to yourself or profitable to your pupils, 
do not cease your studies as soon as you gain an appointment, 
but continue to be a learner as long as you continue to be a 
teacher, and especially strive, by all proper means, and at all 
times, to enlarge the bounds of your knowledge. 



The teacher's knowledge should be wider than his pupils' text- 
books. 



A School and Family Monthly. 365 



THECLASSEOOM. 

INTEREST — LESSON II. 

I always require my pupils to perform some labor at their 
seats, and I always examine what they have done, and, at times, 
require them to show what they have learned from my instruc- 
tions ; but this is very different from ordering them to study a 
certain subject, and, on the morrow, hearing them recite it. The 
thirty examples referred to in a former article, were not a lesson — 
they were not something to be learned, but something to be done. 
As the pupil does not learn them, he can not be said to recite 
them. We assigned examples from percentage, because that sub- 
ject immediately precedes interest, and the pupil has not yet 
learned to work examples in interest. 

Having called the class we will first ascertain whether the 
examples have been worked. Pupils should be taught to place 
their examples neatly and compactly on the slate, with sufiicient 
data to enable them to reproduce the original question without 
other help. Analytical solutions are preferred, but are not 
forced upon the pupil. At the right period analysis will be easy 
and natural to him. We do not think, with Mrs. Pipchin, that 
the human mind must be forced open like an oyster. 

The solutions least approved are those which we may call tech- 
nical. They abound in such phrases as, "Add them together, 
and you have," " Subtract, and it leaves," " Multiply by 6, be- 
cause there are 6 years, and it gives me," etc. I am unable to 
listen with patience to such stuff. Technicalities are tolerable 
only when necessary. We pass rapidly over this part of the les- 
son, or dwell carefully upon it according to circumstances. Oral 
instruction upon new topics, as in this case, is considered to take 
precedence. As we are careful not to present too many new 
things at a time, we usually have plenty of time to analyze our 
exercises, and to work examples in class. 

We are careful to bestow praise and encouragement upon those 
who deserve them, but we are not afraid to censure those who 
need it. Whenever idleness and apathy show their ugly heads, 
they are severely rebuked. While practicing this system, we 
have but little trouble with government. The school thus taught, 
will almost govern itself. 

Having disposed of the preliminaries, the questioning again 
begins : 



366 Maryland Educational Journal: 

At 6 per cent., what is tlie interest of one dollar for a year ? 
«2? ^3? «5? $10? $20? $100? 



If 6 per cent, of the principal be the interest for 1 year, what 
per cent, will be the interest for 2 years? For 3 years? For 4 
years ? 

What per cent, of the principal would ^ year's interest be ? 
What is 6 months' interest of %1 at 6 per cent. ? What per cent, 
of $1 is 3 cents ? What would be the interest of §a for 6 months? 
J.n8. 3 per cent, of %a. 

If 1 year's interest be 6 per cent., what will be ^ year's inter- 
est? AnQ. 2 per cent. One-third of a year is how many months? 
What is 4 months' interest of $1 ? $3? $6? §25? §40? How do 
you know? 

Now, if two per cent, of any principal is the interest for 4 
months, what is the interest for 2 months ? What is the interest 
of any sum for 2 months at 6 per cent, per annum ? One per 
cent, of that sum. 

How can we obtain one per cent, of any number ? By 
dividing by 100. How shall we do this ? By cutting off two more 
decimal places. 

Willy take the board. What is the interest of $868 for 2 
months at 6 per cent. ? 

Class, read what he has written. Eight dollars and sixty- 
eight cents. What part of the example have you written ? The 
answer. Could you have done any thing less than that? 

Why is your work contrary to direction ? Because I can not 
read the example from what I have set down. Can you write it ac- 
cording to our directions ? I will try. 

Writes : Int. §868 2 months at 6 per cent. 

§8.68 = Interest 2 months at 6 per cent. 

Correct. Eead it. What is the interest of §868 /or 2 months at 
6 per cent, ? §8.68 is the interest for 2 months at 6 per cent. 

Who will give the analysis — tell the reason why §8.68 is the 
answer ? 

Mary. The interest of §868 for 1 year would he 6 per cent, of that 
sum ; for ^ of a year it is ^ of 6 per cent., or 1 per cent, of that sum, 
which is §8.68. 

Having the interest for 2 months, how can we get it for 4 
months? 6 months? 8 months? 10 months? 1 year? 1 year 
2 months ? 1 year 4 months ? 1 year 6 months ? 1 year 8 months ? 
1 year 10 months? 2 years? 

Sara, take the board ; Class work on slates. What is the in- 
terest of §1868.45 for 1 year 2 months, at 6 per cent. ? 



A School and Family Monthly. 367 

Sara writes : Interest $1868.45 1 year 2 months at 6 per cent. 
$18,6845 = 2 months' interest at 6 per cent. 

7_ 

$130.7915 = 14 months' interest at 6 per cent. 
How many have it in the same form ? Sara, read. 
What would be 3 months' interest of $40 ? James : 60 cents. 
"Why ? Because 2 months' interest is 40 cents, and 1 month's is half 
as much, which is 20 cents. 

For exercises work thirty examples. Excused. The exam- 
ples are all at 6 per cent., and for years and months without days. 

Marion, 0. w. w. 

i^ > »i 

POSSESSIYE CASE.— JSTo. III. 

BY W. D. HENKLE, SALEM, OHIO. 

Oliver B. Peirce, in his " First Lessons in Grammar," p. 78, 
writes "Mr. Fox's [property] ", and appends the remark, "Ee- 
member that such a name, followed immediately by an wwaccented 
syllable, has only the apostrophe ; as, Mr. Fox" imprwdence." It 
is not certain what Mr. Peirce means by " such a name ", for on 
the same page he writes " Felix' [property]." "Whatever he 
means, we are able to confute his assertion by the following ex- 
amples : 

"Mr. Fox's sa^'acity." — Gent's Mag., vol. 2, p. 333. 

" Fox's Prometheus." — Gent's Mag., vol. 5, p. 105. 

"Fox's extreme reverence for Dryden." — Ibid., vol. 6, p. 576. 

"Mr. Fox's collection." — Macaulay's Hist, of Eng., vol. 1, p. 223. 

"Mr. Fox's historical work." — Ibid., p. 444. 

" Mr. Fox's opinion.'' — Phillips's Curran. p. 451. 

"The Fox's concealed intentions." — Smart's Horace, vol. 2, p. 421. 

" Mr. Fox's East 7?idia Bill." — Macaulay's Essays, vol. 5, p. 107. 

If Mr. Peirce meant monosyllables ending in x, we have the 
following additional examples : 

"Dix's UnAoly Alliance." — Harper's Mag., vol 1, p. 5. 
"Mr. Wix's complaint." — Gent's Mag., vol. 14, p. 141. 
"Le Keux's memorials of Cambridge." — Ibid., p. 141. 

If X is not pronounced in Keux, this example is inadmissible. 
If Mr, Peirce meant only words ending in ox, all these last ex- 
amples are inadmissible, but we might include 
"Madox's excursions." — Gentleman's Mag., yo\. 2, p. 561, 
Mr. S. W. "Whitney, who has been writing a series of excellent 
grammatical notes for the American Educational Monthly, said in 
the October Monthly for 1867, after having written two pages of 
directions as to the writing of the possessive case, " From the 



368 Maryand Educational Journal : 

above class we unhesitatingly except, and write without an addi- 
tional s in the possessive, all names ending in rs, as Ayres\ Beers', 
Manners', Waters', Withers'." He says he doeis this " on the 
score of euphony, sustained as it is by usage." He quotes from 
G. P. Marsh, " Lord Berners' Froissart ", and from C. Knight, 
" Dr. Chalmers' knowledge." Now I see neither the euphony 
nor the prevailing usage. He does not cite the work of Marsh's 
in which '■'■Berners' " is found. My notes show that it is on p. 
651 of Marsh's " Lectures on the English Language " ; but these 
notes also show the following : 

" Lord Berners's Froissart." — Marsli s English Language and its Litera- 
ture, pp. 336, 337, 498, 501. 

" Lord Berners's Translation." — Ibid., pp. 7, 495. 

"Lord Berners's translation." — Ibid., pp. 497, 537. 

"Lord Berners's orthography." — Ibid., p. SOL 

" Chalmers's Apology." — Craik's English Literature and Language, vol 
1, p. 13. 

" Chalmers's Life of Ruddiman." — Ibid., pp. 84, 84. 

"Chalmers's collection." — Ibid., p. 34. 

" Mrs. Clavers's Western Clearings." — Diet, of Americanisms, pp. 34, 97, 
212, 214, 287, 288, 322, 333, 362, 370, 387. 

" Mrs. Clavers's Forest Life."— J6id, 78, 86, 94, 202, 205, 236, 241, 271, 283, 
308, 332, 343, 346, 353, 385. 

" Chambers's Encyclopaedia." — Harper, vol. 23, pp. iv, 262; Atlantic, vol. 8, 
pp. iv, 126. 

" Rivers's Moral Philosophy." — Harper, vol. 19, p. 4. 

" Saunders's Festival of Song." — Ibid., vol. 32, p. iv. 

" Chambers's Edinburgh Papers." — Atlantic, vol 7, p. iii. 

"Chambers's pamphlet." — Ibid., p. 125. 

" Rogers's Introduction to Burke's Works." — Buckle's Hist, of Civilization 
in England, vol 1, pp. 321,336. 

"Chalmers's Biog. Diet"— Ibid., 305, 513. 

It should, however, be stated, that in the second volume, Chal- 
mers' is found very frequently, as well as Chambers'. There are 
in the first volume more than two hundred examples of the posses- 
sives of nouns ending in the sound of s or z, comprising about 
fifty different nouns ; in the second volume there are only about 
a dozen different nouns so used. Since we have Adams's, Jones's, 
etc., in the first volume, and Adams' , Jones', etc., in the second, I 
conclude that either the author or American proof-reader did not 
exhibit the same care in the second volume as in the first. 

" Olbers's hypothesis." — An. of Sci. of Disc, 1855, p. 376. 

My notes show numerous other examples of Chalmers's, Cham- 
bers's, Eogers's, Eivers's, and Olbers's, as well as of Nares's, 
Peters's, Powers's, Eodgers's, Akers's, etc. 



The preceding sixteen pages are taken from that excellent 
school journal, the Ohio Educational Monthly. 



A. StJtooI and Famili/ Montldy. 369 

The Ne-w and the Old School La-ws. 

In taking a rapid view of tlie law passed bj tlic last Legislature we 
propose at the present time merely to contrast it with the one super- 
ceded, to show the special differences. In the old law we had a Board 
of Education and a State Superintendent and Secretary composed of 
five individuals; in the ne^o are three Trustees of the Normal School 
and a clerk v?ith somewhat similar but more restricted powers, and no 
pay except ^$300 a year to the Secretary, a saving of over $400. 

In the old law we had a president. Treasurer and Board of County 
School Commissioners appointed by the State Board of Education — now 
we are to have County School Commissioners elected by the people, who 
appoint a person to be Secretary, Treasui'er and Examiner for the 
county; whether this will be much less expensive than the former plan 
can hardly be told yet, but it will be much more satisfactory, not that 
the former Commissioners did not do their duty faithfully, but because 
the people wish to have something more to do than pay the school 
taxes. In addition to this, the people in each school district have the 
power returned to them to elect annually two trustees. This is really 
what the people do want, but Mr. Van Bokkelen says in his second 
annual Report that "what the people do want may not be what they 
ovglit to loant,^' so it may not be satisfactory to some now, however, the 
main thing, after all, is to get good men for the office and then it won't 
be so mvich matter the mode of their appointment or election. 

Text Books. — In the old law we had a uniform set of school books 
furnished through the State Superintendent to all the counties, and 
selected by the State Board of Education. It was supposed, this formed 
a very pretty little profit to somebody as it was not so important that 
every child in the State should use the same kind of book, so in the 
new law the Trustees of the Normal School merely recommend a list of 
books, and what is better have to give a reason for their recommenda- 
tion, each Board of County School Commissioners can select such books 
as they choose from the list recommended, and purchase them where 
and from whom they choose, restricted only that the books contain 
nothing partisan or sectarian. This if no saving in dollars and cents 
will be much more pleasing to parents, who ought to have some say in 
what their children shall learn. It was more the dictational powers of 
this State Board in everything, that made the system so unpopular, 
than any lack in the faithful performance of its duties. 



370 Maryland Educational Journal. 

The Normal School as now organized reverses matters somewhat ; in 
the old law the State Superintendent was Principal of it, ex officio^ as 
it is called ; in the new one the Principal of the Normal School is e^- 
officio again, the State Superintendent, but the Principal's salary then 
was paid separately from the appropriation of 18000 for the school ; 
BOW, it comes out of that sum. The old law provided for two male and 
two female Professors, the new one for a Principal and two male 
and two female Professors, but forgot to increase the appropria- 
tion for the new Professorship. The old law made the State Superin- 
tendent and Principal of the Normal School prescribe the course of 
study and supervise the general curriculum in every particular, and pro- 
vide for model schools, this is all now taken from him and placed in the 
hands of the three Trustees which may probably lead to some improve- 
ments in the organization and plan of the Normal School and enlarge 
the sphere of its usefulness. 

The mode of sustaining the school system is far better than in the old 
law, by that we had a State tax of 15 cents in the $100 and an uncer- 
tain and varied plan of separate county taxation; by the present law we 
have a State tax of but 10 cents in the $100, but the balance required 
by the County School Commissioners to keep the school open ten months 
in the year is fully provided for by a clause requiring the County Tax 
Commissioners to levy collect and pay over whatever sum the School 
Commissioners find absolutely necessary for the proper support of the 
schools, so that if now any county has not a good working system it is 
its own fault. 

We will refer to some other parts of the law in our next. 



State Normal School Commencement. 

On the 13th inst., the Third annual commencement of this Institution 
was held at the Front Street Theatre, generously placed at the disposal 
of the Principal by John T. Ford Esq. There was a large and intelli- 
gent audience present and the exercises gave great satisfaction evincing 
as it did the value of the school to the State system of Education. The 
Normal school differs very materially from all other schools of public 
instruction, inasmuch as it is not a school of mere study but one of 
forms and systems, modes and ideas of teaching. There is no fixed 
specific course or time required for graduation, any one admitted can 



A School and Famlli/ Monthly. 371 

participate in the examination, and if he or she can attain the minimum 
S;;andard required a diploma is awarded. The necessary training, with 
all the books and stationery, and the diploma are given free. Any one 
of not less than 17 years of age from any part of the State can have all 
the advantages of this school without any expense whatever on signing 
a pledge that he or she will teach in the Public Schools of this State- 
The examinations for diplomas are conducted in writing with much care 
and fairness 90 per cent being the present requirement, a rather severe 
ordeal for young ladies, but 9 out of the senior class of 29 pupils reached 
it triumphantly to their honor, and of the 90 pupils in the school at the 
time of the examination 20 reached the average required for a lower 
grade of diploma to teach in Primary Schools. The examinations lasted 
three loeeks and the written results fill many quires of paper. How 
would some of the old time teachers have liked such a test ! The junior 
class were examined in Spelling, Grammar, Geography, History, Map 
drawing, Arithmetic, Writing, Composition, Vocal Music, and the 
Theory of Teaching, while the Senior class in addition were examined in 
Logic, Algebra, Natural Philosophy, Chemistry and Book-Keeping. 
There are also some more strictly professional parts of the requirments 
as on the History of Public Schools and Popular Education ; the Phil- 
osophy of the Mind in Educational Theories, Teaching as an Art, 
Classification and Government &c., so that a training in this school 
ought to produce teachers well qualified in every respect. There is a 
model school held now at 144 W. Fayette Street, in connection with 
the Normal Schools presided over by Mrs. Borgman assisted by ten of 
its students who are detailed weekly to practice what they have been 
taught. This school is a success and pays its own expenses, not being 
a free school. 

There is also belonging to the Normal School a small Library — an 
extensive Chemical apparatus, and a very good Philosophical one, with 
maps, charts, blackboards and other necessaries, so that nothing is 
wanted for a most excellent training of young persons for our Public 
Schools if they will attend it, unless, indeed it be a more suitable build- 
ing than the present, which is nothing more than one large Hall. The 
Normal School is still in session. 



"The Monthly Bulletin," Cumberland, Md., by E. S. Zevely is 
still continued, as is also the business to which it is more especially 
devoted : — Stamps^ 



372 Maryland Educational Journal. 

Notices. 

Phonetic Charts, Calkins; Harper Brothers. — A set of these charts 
should not only grace the walls of every school room, but should be 
studied and understood by all. 



Penmanship. — L. S. Thompson, Sandusky, Ohio, publishes "The 
Teacher of Pennmanship," monthly at 81 full of practical hints on the 
subject of Caligraphy. 



Liberia. — Messrs. A. S. Barnes & Co., publish a useful book of 
information about Liberia which should have the attention of a certain 
class of philanthropists, and it would be well if they could annually ex- 
port a few thousand "freedmen" to the land of their fathers. 



Independent Fifth Reader. — Watson — A. S. Barnes & Co., N. 
Y. — of School Readers it may be said "their name is legion," and while 
each difff^rs from another each has some excellence peculiarly its own, 
as has this, which is well worth the careful attention of all interested. 



Olmsteds' School Astronomy.— Snell-Collins & Bro., N. Y.— This 
attractive study is made especially so by this improved edition, with 
new engravings, &c. See Advertisement. 



Heavenward — Earthward. — G-. C. Garrigues & Co., Philadel- 
phia. — This is a thrilling story now put up in attractive book form ; 
originally published as a prize serial in that excellent paper the "Sun- 
day School Times." 



Modest Merit. — "The Student and Schoolmate," Boston, is not 
one of the boasting, bombastic, clap-trap puffed journals, yet is never- 
theless in our opinion about "the best" publication for juveniles in the 
LTnion. 

^?p"Third annual county Union Sunday School Convention for Alle- 
gany county, convenes in Cumberland Tuesday and Wednesday 12th 
and 13th May, prox. 



.^^"Eldredge & Brother, of Philadelphia, have in press a new work, 
by Professor Hart, of the New Jersey State Normal School, entitled, 
"In the School room; or. Chapters on the Philosophy of Education." 



A Scliool and Family Monthly. 373 

The B. & O. R. R. 

Notwitlistanding the sneers of our venerable and learned liypereritical 
friend heretofore alluded to, we still adhere to the opinion that great 
works of internal improvement are educators, and as such, if for no 
other reason, may well be mentioned. And without wishing to be un- 
derstood as paying a questionable compliment, we farther venture the 
opinion, in the face of the sneers of the aforesaid writer, that if John 
W. Garrett would could or should be induced by any consideration 
to allow himself to be placed at the head of any system of public schools 
he would without doubt very soon make his mark in that sphere as he 
has as President of our great rail road. To him Baltimore and the 
whole State of Maryland owe a lasting debt of gratitude. All men of 
liberal and enlarged views are begining to admit this, we hope the time 
will soon come when we shall cease to hear of the little, snarling opposi- 
tion which has sometimes been heard. 

Baltimore bids fair soon to make rapid strides in the onward march 
of wealth and improvement by reason of the far reaching and far seeing 
wisdom of the B. & 0. R. E.. direction. With lines of ocean steamers to 
Liverpool and Bremen and other European ports, fostered and owned 
wholly or in part by the B. & 0. E,. R., the shortest route from the sea- 
board to the great West, with connection to the Southeast and North- 
west, who can foretell or calculate the advantages which shall result to 
us all. Long live the B. & 0. R. R. and its present excellent Presi- 
dent ! 



An Offer — Back Numbers. — We have on hand full sets of all 
back numbers of this journal, which we will mail to any address on 
receipt of One Dollar, and all who subscribe and pay in advance for the 
second volume may receive the back numbers free. 

It is expected and hoped that this "Maryland Educational Journal'' 
will be continued under more favorable auspices during the coming or 
second year, than has been its fortune for the past or first year of its 
existence. 

Prof. Thomas Lucy, A. M., is the resident Baltimore editor and agen^ 
of the Journal. 



374 



Maryland Educational Journal. 




Can our many delinquent subscribers (and those school officers too who 
sent us lists) look in the face of this innocent child and say with a clear 
conscience that they have acted right towards the publisher of this 
journal ? 

It is not too late yet to make amends. 

In the several counties there are delinquents as follows: — In Allegany 
5; Washington 8; Frederick 6; Carroll 19; Queen Ann 13; 
Baltimore 26; Harford 3 ; Kent 12; St. Mary's 6; Somerset 21; 
Howard 7 ; Montgomery 4 ; besides some others. 



Special attention is invited to the advertisement of Messrs. 
Selby & Dulaney of 332 "West Baltimore Street, — they publish an 
unsurpassed series of Readers, Arithmetics and Greographies. "En- 
courage Home Enterprise." A more comprehensive notice will be 
given in our next. 



Tobacco and Rum — what twin brothers ! what mighty agents of 
Satan ! What a large share of the Aaaerican people they are 
destroying ! 



We liave been cogitating liow to bid a dignified adieu to the readers 
of the Maryland Educational Journal, in phraseology that might escape 
the animadversions of hypercritics, but have come to the conclusion 
that dignity must stand aside, when dollars, or rather, as in this case, 
the want of dollars are in consideration ! Hence we speak as follows : 
— [after saying apologetically — though no apologies are due — that the 
Journal has not been what we had hopM. to make it, for two reasons : 
first, we depended too much on others to write for it; and, second, 
when we found that the " others " would neither write for it nor pay 
for it, — neither seemed to care whether it lived or died, — we felt too 
much disgusted to write for it ourself, especially as we had moreover 
much other and more profitable business to attend to. We thus rest- 
ed satisfied with merely getting out some sort of numbers to complete 
the year, and thus disarm the slanderous tongues that had prophecied 
an earlier suspension.] 

When the Journal was first issued we believed there was sufl&cient 
esprit de corps among the school oflScers and teachers of Maryland to 
sustain it, in so far at least as to prevent loss. We believed they 
would make some effort to contribute to its pages items of general in- 
terest, and the result of their experience and difficulties for the general 
good. We believed, further, that they would at least meet their en- 
gagements. In all of these points we have been disappointed. 
i|@°" Not ten men in Maryland have heartily seconded our efferts to 
establish a School Journal in the State ! Not ten ! yea, this number 
may still be reduced, and yet include all those who have heartily 
responded to our appeals for help, personally, by letter, by circular, and 
in these pages ! 

After having issued some consecutive numbers of the Journal, and 
finding the above state of facts to exist, we (fortunately for them) gave 
them some excuse for standing aloof ^/ie?'eq/i!er, by very gently intima- 
ting our want of implicit faith in the infallibility of both the school 
system and the Superintendent. This has been taken advantage of by 
many, who should have paid their subscriptions in advance, according 
to agreement, not to pay at all! Officials who furnished lists of names 
have with the utmost coolness given to us to understand they did not 
care a straw whether we were paid or not ! And so, as the newly ap- 
pointed Principal of the State Normal, who is by law required to com- 
municate information and instruction through an Education Journal, 
is not by that law provided with the means to do so, we bid all a 
final adieu, and wish better luck to whoever essays to publish the 
NEXT School Journal in Maryland. We have fulfilled our engage- 
ments^ and leave the odium of unfulfilled engagements with others. 



We might, indeed, and coi\ld and would have fulfilled these engage- 
ments with greater pleasure, and to a tnore complete extent (as first 
above intimated), had we not been subjected to the blighting efiects of 
indiiference, by reflexion. We confess our ardor is somewhat damped, 
our zeal cooled off", and we " stam^o " the idea of publishing a school 
journal in Maryland as a very small aff"air, not worth any one's atten- 
tion, — conflicting interests and want of confidence making success 
almost impossible. Who will try it ? We will sell our subscription 
list cheap, — especially the delinquent portion of it ! 

N. B. — Cecil County is the only county in the State which came 
honestly and manfully up to the mark, having paid for fifty copies. 
All honor to Cecil, and her whole-souled, noble, and excellent school 
officers. 

Finally, it is unnecessary to enter into any further explanations oa 
this interesting occasion. Suffice it to say that, in common parlance, 
we have found publishing an educational journal in Maryland " a hard 
road to travel," and have concluded to abandon it ! The enterprise has 
received but few encouragements, and very many discouragements, 
while the mass of those who sliould have manifested some little inter- 
est in sustaining such a publication, treated it with the most sublime 
indifference ! Some special difficulties were alluded to in Number 9, 
and having since failed in securing Legislative aid, and, as already 
above stated, the Principal of the State Normal not having been able 
to afford tangible encouragement, we have finally reluctantly resolved 
to, (and hereby do,) yield to the force of circumstances ! 

E. S. ZEVELY. 

Sf^ Our '■'• MontMy B^iltetin" will be continued as usual; and 
those who are disposed to pay their dues to the Journal will do so at 
once, either to me or to James Young, Baltimore. 



" Please Notice." — Many very clever publications seem to want 
to condition an exchange with others as good by requiring frequent 
laudatory notices, while at the same time they never presume to return 
the favor. Daughaday's " Our School Day Visitor," Phila., is an ex- 
ception to this, being ever ready to do the fair thing, and is conse- 
quently deservedly prospering. 



A Treatise on Meteorology, by Elias Loomis, LL.D. ; Harper 
& Brother^ N. Y. There has not hitherto appeared in the English 
language any general treatise on Meteorology, which furnishes so com- 
prehensive a view of the present condition of any branch of this sci- 
ence, and in form adapted to use as a text-book. 300 pages, large 8vo, 
illustrated. 



106 LEONARD SIREET, NEW YORK, 

HAVE JUST PUBLISHED 

SNELL'S OLMSTED'S SCHOOL ASTRONOMY, 

A CsMPKUDiDst OF AsTEONOMY, adapted to the use of Schools and Academies* 

BY DENISON OMSTED, LL. D., 

Late Professor of Natural Philosophy and Astronomy, Yale College. 

REVISED BY E. S. SNELL, LL. D., 
Professor of Mathematics and Natural Philosophy, Amherst College. 
This is an entirely new edition, thorougUy revised and re- written, printed 
from new stereotype plates and illustrated by many engravings, mostly drawn 
and engraved expressly for this edition. 

"Besides bringing the science more fully down to the present time," writes 
Dr. Snell in the preface, "I have made it my special aim to present the facts 
and principles of the subject in clear language and in few words, believing 
such a style most profitable to the pupil and most satisfactory to the teacher." 
The universal approval with which I)r. Snell' s edition of the ^'College 
A-Stronomy" has been received, is a guarantee for his fitness for the work 
he has undertaken in preparing this text-book, and the Publishers cordially 
invite an examination of its merits. . 

It forms one elegant volume, printed by Alvobd; good, clear type. Price 
$1.26 Teachers' copies for examination mailed upon receipt of 75 cents. 

Collins & Brother also publish 

ADAMS'S INPROVED ARITHMETIC. 

Adams's Improved Arithmetic, in which are combined the Analytic 
and Synthetic Methods of Teaching,re- written in a style much condensed,with 
the addition of new and interesting matter, designed for the use of Schools 
and Academies. By Daniel Adams, M. D., author of the "Scholar's 
Arithmetic," "Adam's New Arithmetic," etc. 12mo., pp. 280. Price, 80 
cents. 

A Sey for the use of Teachers is published separately. Price 12mo, cloth, 
80 cents. 

FROM BENJAMIN GEEENLEAF. 
(Author of Greenleaf's National Arithmetic, etc.) 

Bradford, Mass., June 17, 1864. 

"I have thoroughly examined Dr. Daniel Adams's Improved Aritli- 
nietic, as recently amended by himself and Prof. Joseph Perry. This work 
is remarkable for the philosophical arrangements of its subjects, clear and 
accurate statement of its rules, and for important and original matter not to 
be found in any other treatise. The improvements introduced by Prof. Perry 
in Fractions, Interest, Proportion, Rule of Three, and Equation of Payments 
are most ingenious, and add very much to the value of this most excellent 
text- book." 



SCOTT'S MANUAL OF UNITED STATES HISTOBT, 

A Manual of History of the United States; anew edition, brought down to 
the Administration of President Johnson, illustrated with Maps. To which 
is annexed the Declaration of Independence and the Constitution of the 
United States, with Questions. By David B. Scott, 16mo, pp. 217. Price, 
67 cents. 

State Normal School, Brockport, N. Y., June 3, 1867. 

The Committee on Text- Books have examined the "Manual," and in- 
struct me to state that, if you will comply with the terms given to us by other 
publishers, your book can be adopted as a text-book for the Normal and 
Training School. M. McVICAR, Principal. 



OP 



Books, 



IN 

COMPKISES THE BEST WORKS FOR 

Jn every department of Study j 
For every grade of Scholarship / 
For every section of the Countrg ; 
For every shade of Religious opinion. 



The Volumes of this Series are selected with tte utmost care by the pub- 
lishers, from the productions of the most experienced Teachers. They em- 
brace everything to be desired by the Educator, while unobjectionable to any 
race, party, or sect of human beings. Their purpose is, not to disseminate 
Doctrines, but Facts. Their motto — Education, not Prejudice. 

The universal popularity and circulation attained by this Series sufficiently 
attests the success of this endeavor to establish a truly 

National Series. 

Among these unrivalled Text-books are the following — 
NATIONAL READERS AND SPELLERS— Parker & Watson; 
NATIONAL GEOGRAPHICAL SYSTEM— Montieth & McNally; 
NATIONAL COURSE OF MATHEMATICS— Davies; 
NATIONAL COURSE OF IMPARTIAL HISTORY— Willard and others: 
NATIONAL METHOD of ENGLISH GRAMMAR by DIAGRAMS— Clark. 

NATIONAL SCIENTIFIC COURSE:— 

PHILOSOPHY— Peck; I PHYSIOLOGY— Jarvis; , 

CHEMISTRY— Porter; \ BOTANY— Wood. 

ETC. ETC. ETC. 

Also— THE NATIONAL COURSE in the following branches:— 

MODERN LANGUAGE. I LITERATURE ; 

CLASSICS ; SCIENCE OP GOVERNMENT; 

MENTAL PHILOSOPHY; MUSIC ; 

PENMANSHIP; I ELOCUTION; 

BOOK-KEEPING; | DRAWING, &c. &c. &. 

ALSO 

THE NATIONAL TEACHERS' LIBRARY; 

THE NATIONAL SCHOOL LIBRARY. 

For further information consult Descriptive Catalogue, famished without' 
charge' by the Publishers. ,' 

Also the '■^Illustrated Educational Bulletin,^ ^ — Publishers' Official Organ, 
and the Cheapest Educational Journal published. No charge for sample 
copy. 

SELBY & DULANEY, 

' • ; 332 West Baltimore Street, 

Baltimore* 



Are unsurpassed for Completeness, SiinpUeity and Economy. 

These School Eecords are the result of practical experi- 
ence as a Teacher and Superintendent. They are specially 
designed for the use of Teachers who prefer to avoid the ex- 
pense and inconvenience of more than one he ok, and yet 
desire to keep a complete record of each pupil. 

Universal Records for Pupils, 24 pages, style 1* | 08 

Universal Eecords for Pupils, 24 pages, style 2 10 

Universal Records for Teachers, 48 pgs folio thin sides 1 00 
Universal Records do. 192 pgs folio, heavy sides 3 50 
Universal Records for Professors, 48 pgs folio thin sides 1 00 
Universal Records do. 192 pgs folio, heavy sides 3 50 
Universal Records for Superintendents 144 p cap heavy 1 25 
Universal Records do. 288 p cap, cloth sides 2 25 

Universal Records for Examiners 48 p folio, heavy sides 1 75 
Universal Records for do. 48 pages folio cloth sides 2 50 

Blank Certificates of promotion per thousand 3 50 

Blank Reports to Parents^ per thousand 3 50 

Blank Reports to Superintendents, per hundred 2 25 

"'■'Has spaces for punctuality, attendance, deportment, and 
recitation. No. 2 has spaces for punctuality, attendance, 
deportment and five separate recitations. 
Any of the above sent prepaid on receipt of retail price 

HAMILTON S. McRAE, Muncie, 'ind. 
Or Ben Franklin Book and Printing Co., Indianapolis. 
On receipt of 65 cts I will send by mail prepaid a specimen 
copy of either the teachers' or professors' records, h. s. m, 

FOR SALE. 

A complete STEREOPTICON, or Dissolving View 
apparatus, with gas fixtures, a variety of sliders, &c., 
all in good order and nearly new — will be sold cheap. 
Address the publisher of this Journal for particulars. 



SS. iN©EX 



The S S Index, by R G PARDEE, A. M, published 
by J C Garngues & Co 148 South Fourth st, Philadelphia 
Pa, is a directory that should be read by all Sabbath school 
and other teachers — 1 vol 16mo. |1,25. 

. M@^ See adv. of I Newton Peirce & Co 3d page of cover. 



THE NORl/VICH SONG- ROLL. 

PATENTED BY H. Y. EDMOXD. 

PRICES — No. 1. Maramotli size, easily read at a distance 
of 90 or 100 feet, 10 feet high hy 5 feet wide, each $45. 

No. 2 — Common size, easily read at a distance of 60 feet. 
Nine and a half feet high, by 4 feet 8 in. wide, each |35. — - 
This includes everything as above, with paper 48 inch wide, 
and Stencils one a quarter inch letters. 

No. 3 — Small size, for infant classes, 6 feet high by 3 ft. 
wide, each .$25. This includes 25 yards paper of 30 inches, 
stencils of 1 inch letters and the rest as above. 

Boxing, each |1,50 to |2. Address 

AUG. 0. VAN LENNEP, 

General Agent, 54 Cedar street. New York. 

HARPER. 

BY DB. WOBTHINGTON HOOKEB, - 

Late Brofessor of Medicine in Yale College, 

THE CHILD'S BOOK OF NATURE, three parts in 
one volume, small quarto, cloth $2, seperately 75 cts 

FIRST BOOK IN CHEMISTRY, sq 4to cloth 90 cents: 
NATURAL HISTORY, 300 engravgs 12mo cloth $1,50. 
NATURAL PHILOSOPHY, do 12mo cloth 1,50. 
CHEMISTRY, science for the school and family, 1,50. 
MINERALOGY AND GEOLOGY, engravings, 1,50. 
HARPER &■ BROTHERS, 

Franklin Square, New York. 

Cumherland , 3Id., Weeldy Bapers. 

Civilian and Telegraph, by Will H. Lowdermilk, |2 per 
annum — Republican . 

Cumberland Union, by Mattingly & Steiner, |2 per an- 
num — Republican. 

Democratic Alleganian, by W. E. Weber, $2 per annu^^ 
■ — Conservative , 



By E S Zevely^ sent to all parts of the Union — Advertising. 



THE ECLECTIC MEDICAL JOUHNAL, 

of Pennsylvania, ])ul>li8lied niontlily^ contains forty-eight 
pages of original matter. Price |1 per annum. The contents 
united totlie masses. Premium engravings valued $2 given 
to all new subscribers. Specimen copies free. Address 

JOHN BUCHANAN, 337 N. 11th st. Phila'a, Pa. 




GET THE BEST. 

10,000 ivords and meanings not in o- 
tJter Dictionaries — A necessity to ev- 
erv intelligent family, student, teach- 
er, and professional man, What li- 
brary is complete without the best 
English Dictionarv ? Published by 
G & C MERRIAM, Springfield, Ms, 
and sold bv all Booksellers, Also, 
WEBSTERS NATiONAl PICTORIAL BIGTiONARY. 



^I^A%%u^ — Sacred and Secular : Or, The Extem- 
poraneous Speaker, 220 pages, $1,50. 

\li %^% ''^%%%—OY Stories of the Mis- 
issippi Valley, 360 pages, $2,00: 

HISTORY OP A MOUTHFUL OF BREAD, second edition, $2. 

IfEV/ PHYSIOG]S"OMY. or Signs of Character, in mnslin $5. 

Published by S. R. WELLS, 389 Broadway New York. 

Sent by mail, prepaid, on receipt of the price, 



THE PHPiENGLOGICAL JOURNAL, or I^ife lUustrmed. $3. 

Sample numbers sent by first post 30 cents. 
S Pv WELLS, EDITOPv, 389 BROADWAY, N Y 




SCHOOL FURNITURE. 

Teachers' Desks and Chairs, Tables and Camp stools, 

Lecture Room and Sabbath school Settees. 

Book Cases, Ink Wells, Src, Slates, a substitue for the 

Blackboard, of any dimensions required, Crayons, 

White and Colored, Blackboard Rubbers, &c. 

Manufatured by ROB'T BATON, 26 Grove st. New York. 

Send for Catalogue. 



The Maryland Educational Journal, 

A School iind Family Monthly, dcYoted to popnlnr Instruction and Litcrfituro, 
printed and pnhlished in BALTIMORE, t)y E, S. ZEVELY, -it -Sl,50 a year; aided 
editorially h3" a Corps of able contributors. Specimen copies supplied. 

— Business and editorial office at CUMBERLAND, MDi, where allletters, ex- 
changes, &c., should be addressed. 

No. of P. O. box,— Baltimore, 1072— Cumberland, 214. 

J|@" By the postal laAvs, any one who receives a period- 
ical from his post-offtce is liable to pay for it ; and if not 
taken out the Postmaster must inform the publisher, or he 
himself becomes responsible for the subscription. 




For readers of this Journal to say Avhether they will renew 
their subscriptions, and otherwise aid in properly sustaining 
it: Improvements will be made as patronage justifiCg. 



THE PRINCE AMONG JUVENILES! 

TWO HANDSOME STEEL ENGRAVINGS, SUITABLE FOR TRAMINQ 

The " Royal Children,'" and "• Willie the Newsboy." 

^S- Given away for every new subscriber. -^^ 



GREAT SUCCESS OF VOLUME XII., 1868. 

Oil SOliiMII fISlTOl 

One of the Very Best, Cheapest and Handsomest Boys' and Girls' Magazines in the World. 



press everywhere has pro- 
and a COVEK I'KINTEE 



ED 



The Children are in rhapsodies over it. Tlie f^rown-np folks are delighted, and the 
nouncea it "THE VERY BEST AND CHEAPEST." BEAUTIFULLY ILLUSTRATED, 
IN COLOR EVERY MONTH. 4®" Oood, fre.sh MUSIC iu every number. 

(Some of the best and most popular writers in l/iis cimntry contribute regularli/, among whom are 

Jacob Abbott, S. G. W. Benjamin, Alice Cart, Geo. S. Burlkiqh, James Barron Hope, Luei.la Clark, Alex'b 

Clark, Sophie May, Geo. F. Root, Karl Reden, Mrs. C. H. Gildbrsleeve, August Bell, etc. 

CABINET ORGANS, for your Home Circle, Church, School-Room or Sabbath School. SEWING MACHINES, 
for your Families. BOOKS, MUSICAL, MATHEMATICAL and PHILOSOPHICAL INSTRUaiENTS, SILVER 
WAKE, etc, etc. For instance: 

ir^M^ PELOUBET'S latest improved Five Octave CABINET ORGANS, solid -walnut case, theregnlar retail price of 
whicli is $1.30, will be .'^ent for Fifty subscribers, at $1 each, and $6.^ iu cash ! 

jfiS= WHEELER & WILSON'S highest premium SEWING MACHINES, worth $55, will be sent for Fifty subscri- 
bers, at $1 each, and ^15 iu ca.sh, and many other useful articles in like proportion. 

JS^ terms — $1.25 a year, with the two Premium Engravings. To Clubs, $1 each subscription, with Premium., 

4®°° Send Ten Cents for a Sample Number, and full instructions to agents. 

4®=" AGENTS WANTED at every Town, Post-Oilice and School in the United States. Address 

J. W. DAlf(}]IADA.Y di CO., 424 Walnut St., rhiladelphia, Pa. 

SCHOOLD^Y DI^LOaXJES. 

A Book for the School, the Familt, and the Literary Circle. , Compiled by Alexander Clark, A. M., 

Editor of Our Schooldat Visitor. New Original Dialogues, Tableaux, etc. 
The most entertaining and instructive book of DIALOGUES yet issued. A valuable addition to the Family, 
Teachers' and School Library, ENDORSED BY THE LEADING JOURNALS AND EDUCATORS OF THE DAY. 
12mo. 352 pages. Price, post-paid, $1.50. A liberal discount to Agents. 

j; W. DAUGSjLDAT & CO., Publishers, 434 Walnut St., Fhiladelphia, Pa. 



ISrO^TV laZE./^X)^'! J^ ■V^^O^^^DSI^:PTJXa BOOICI 




[Johnnie Dodge Shipwrecked. — Page 131.] 



JOHHIE DODfiE; OR, THE FREAKS AM FORTUNES OF AN IDLE BOY. 

Twelve full page Illustrations. 16mo. 274 pages. Beautifully bound in handsome cloth, gilt back, etc. 

This is a good story, well told, and abounds in good ]^ractical lessons throughout. It is intensely interesting front 
beginning to end, and is just the book for every boy and girl to read. Price, post-paid, $1.2.5. Sent as a Premimn 
for Five subscribers, at $1.00 each, for Our Schoolday Visitor. 

jr. W. J)A.TTGMA.DJ.Y & CO., Publishera, 4S4. Walnut St., Philadelphia, Pa. 




Book 

A neat, compact, strong, simile, durable and cheap article 

for carrying JSooJcs. It ivill outlast a dozen straps, 

and do the Jioohs no injui-y. Iteeom- 

mended, by all school teachers. 




am 
Xi X! 



u 03 

.2 ^ 




r \v\ \ri n si^ptfueer 24ih, 1S67 

BRASS $1.00. JAPANNED 50 CENTS. 

1^ For sale by Booksellers, Stationers, Notion and Hardware dealers. 
Ash for the Tmjyroved Long Clamp. 

MILLEE & WATSON, Sole Manufacturers, 211 CENTRE ST., N. T. 

'State and Cojinty Rights for sale secured bv *«o Patents. Guaranteed against infringementB. 



PEIRCE'S PATENT SLATES. 



\Vsn-aatt<l Sujterw.i- to aoy ethers •!» use. LIGHTJ N'OISE-LESSI DrRABLKJ Impiovtil 
ti^j' ust;. Rasily CleaJiod. Cannot be Hioken iiy Palling. NEVER BKCOME GLOSSY ! 

reiicJls alwnys write eusily ujKjai iheiu. Ave liardei' tJjaii real slate, an<i eanuotbe scratched, 
,yi't never cr;*ck 9f scale <jfl^ 

The folIowiMs; is fiyjia 'The Father of th« t'ubljc School J?ysteim of Pennsylvania," and for 
wiaii^v ,»«ars estate S«j[>eri«t-ii<luit, 

£CT«ca«ter, Jcmnarff 4, 1867. 

'■Kr«iii iits oWsJfl to its present «(mprev«x5 atsd aHisfactor.v oiMKiition. I have watched the 
j)rogrfSs of the a.rtifiDial Slatf <> r Sto. e.) Suiface of .Vlr. 1 Newliio ftiiioe I have seea it in- 
'ir()duce<i in Miaiiy twJteols and iwstitxitioiis, and have never known its use to be abandone<J. 
•in- to tail lit fiiving s»itisfactio« in facility •of application, rapidity of drying for use, chea(>- 
fiess a«d ilur^Wlity *s a wall surface, in Ijeu of the old bla<;k board, it is all that can be dc- 
.~;ired. Its merits, ia the sliaj»e of Portable Slates, Tablets. <S:c., iieed not l>e asserted. In this 
/form it v.iJl speak for itself; oii juspectaoa." ' Thomas II. Burrowes. 

OJ/ice City Superint-entlent of PubU-c Irstrtvction^ 
Baltimork April 5th, 1867. 
I h«ve used esteRsively on the Black Boards of the public schools of this city. Pcirce's Pa- 
&ei:t iSi«to Surface, «jn4 ijelieve it to be •ti)e best mateniiil of the kin<i ni«uuf'actut"e<l, 

J. X, McJiLTON. 



(i Bitston^ January Zlst, 1867. 

We h«v<; •use<5 Pejrce^s PateiHt Slates for some tJme in our schools, and from our experience, 
and their pi'eseiat <mi>roved character, we believe they are superior to all other slates we have 
<aver sceu, and shall i£'av<*r tli«r more extended use, 

JosHOA Bates, Principal Brimmv.r ScImoL 

Jambs A. Page, J'rincipal Divight School, 

V,. GoonwiN (Jlark, Principal Lincoln School. 

Statt MjfiHal School^ Trenton, N, J., February llth, 1867. 
We twive ?>ee« «sittK Pe«i'ce"'s Book Slates tVjr some time in this Institution, and greatly pre 
tfertheui to_every other kind of slate. JoUN S. Hart, Principal. 

Penn. State Tuac/iers' Association., Bellefonte, August 8Lh, 1867. 
Hitvic^' examine"* and tested Pcirce's Piitent Noiseless Slates and Stone Slate Surface, d-t 
fecomiaejid them and their use in the school room, jts being superior to all other Slates aud 
surtace we ha /e ever seen ; 

Z. Kd» A«Ds, /^ep'i EdwcaUnn, Washington., D. C. 

h\ A. Allen, Prin. Staie A'ormal School-, MaiiSiHeld., Pa. 

H. I). U'alkkb, Prill. Orangeville Stale Soldier Orph. ScltooK 

Chas. W. Oeans, Prin. Harford Stole Soldier Orph. School. : 

Edwaud Brooks, Prin. Stale JVor. School., Millersville, Pa 

I. S. Geist., Z'rofessor in '' " « u ' 

<.'. H. Hakding,'-* " '- " " 

A. 0. NEVfPHER. Superintendent Schools., Columbia, 'i i 

J. E. Thomas, Prin. Pine G-rove Academy and Seminary, ' 

JoszfuVi Kvaa, Principal Hollidayabmry Seminary, " 

M. B. Grant, •' Greenslfurg Adademy, " •• 

W. Hfi.NSV Parkee, " Ring. Oram. School, Phila, ' > 

Wm. F. Wvkrs, " Wyer''s Boarding School, * *' 

Ani'Rbw Burtt, " bth W<ird School, Pittsbtirg, " 

S. S. Jack, " Sewinckly Acad' y near PliUa. " 

\Y. W. Woodruff, Superintendent Chester County, " 

S. C. Gilchrist, • Washittgton " " 

Martin Mohler, " Mifflin " '■ 

R. McDevitt, " Huntington " ' 

K. T. BuRSAN, Sup't Model School, Keystone State Nbrmai School, Kufztown Pa 

Jas. H. Kankin, /<eHF/ortte, /'a, 

J. R. SvPHER, A', y. Tribune. 



Office of Controllers of Public Schools. First District of Pennsylvania, 
Philadelphia, December 22, 1866. 
At ft meeting of the Controllers of Public Schools, First District of Pennsylvania held hi 
the Controllers' Chamber, Friday, December 21, 1866, the following resolution was unaui 
inousl.v adopted: 

Resolved, That Peirce's Patent Slates and Slated Goods, be used In the public schools of tliis 
district. [From the Minutes.] 

H. L. Hailiwell, Secretary. 

These Slates have also been adopted by unanimous vote of the Board of Directors of Waslv 
iniflon, also for the public schools of Baltimore, and are used in the public schools of Boston 
Cincinnati, Chicago, St. Louis, and many other cities. 

JIS&~ Bejcare of ImiUlion Surface. Ask for Peirce's Patent, 

I. NEWTON PEIRCE & CO., Manufacturers, 

nov-et 427 North Eleventh street, Philadelphia. 



" ■ ■ ¥ 

CUSHINGS & BAILEY, 

S63 Baltimore sf; opposite Hanover 

BALTIMOBE. 

The largest and best assorted Stock in the city, of 

School, Law, Medical, Dental, Classical 

and miscellaneous BOOKS. 

STATIONERY 

Of all kinds, — Bank, Comiting-House and general. 
BLANK BOOKS made to order, in any style. 



BALTIMORE k OHIO BAIL-ROAD. 



Three through passenger trains daily, between Baltimore 
and Wheeling and Parkersburg. 

Daily trains to Frederick, Hagerstown, Winchester and 
Ellicotts' Mills. 

Seven daily trains between Washington and Baltimore. 
J. T. England, Agent, Camden Station, 

L. M. Cole, Greneral Ticket Agent. 
John L. Wilson, Master of Transportation. 



FOR SALE. 
The second city in *Waryland, 



Lar<xe lot well stocked with fruits, vines, shrubs, &c.-- 
(rood brick house, back building, out-houses, cistern, d'-c. — 
Ten rooms besides cellars. Possession given at any time. 

This property is situated on a commanding position over- 
looking the town, and yet but a few minutes' walk from the 
rail-road depot and business streets ; and will be sold for 
kss than the improvements alone are worth— 12, 500 cas;]i. 

Address the publisher of this Journal. 



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